Migration in Education Research: A Synthesis to Support Sustainable Development
ISBN: 978-1-83797-776-5, eISBN: 978-1-83797-773-4
Publication date: 3 December 2024
Abstract
Migration has become a challenging issue in the field of education and an ongoing crisis for many countries. The migration crisis and education have a reciprocal relationship in that the influx of migrants puts a strain on educational systems, particularly regarding resources, funding, and linguistic and cultural differences. However, education can play a crucial role in addressing some of the challenges associated with migration, such as the need to integrate, skill acquisition and cultural awareness in host countries, as well as brain drain in the countries of origin. It is crucial to investigate how education can both address the problems caused by migration and maximise its potential for sustainable development. This chapter targets analysing relevant scholarship and aims to illustrate the broad patterns of relevant scholarly sources on migration in the field of education indexed in the Web of Science between 2015 and 2022, explore their collaboration trends, and reveal the conceptual structure of these studies in the context of international sustainable development. A bibliometric methodology is employed for the exploration and analysis of the publications; 991 studies on migration in the field of education are descriptively analysed in terms of distribution of publications with their citations, topics at the micro level, journals, and the number of authors contributing to these papers. The results contribute to picturing the characteristics and collaboration trend of the scholarly sources on migration in the area of education as a challenging disabler or a driving force that contributes to societal development within the scope of international sustainable development.
Keywords
Citation
Fayda-Kinik, F.S. and Kirisci-Sarikaya, A. (2024), "Migration in Education Research: A Synthesis to Support Sustainable Development", Kushnir, I., Sood, K., Park, M.S.-A., Zhong, H. and Serret, N. (Ed.) Education and Sustainable Development in the Context of Crises: International Case Studies of Transformational Change, Emerald Publishing Limited, Leeds, pp. 73-106. https://doi.org/10.1108/978-1-83797-773-420241006
Publisher
:Emerald Publishing Limited
Copyright © 2025 F. Sehkar Fayda-Kinik and Aylin Kirisci-Sarikaya
License
These works are published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of these works (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode
6.1. Introduction
Migration, in its diverse forms and complexities, has emerged as a prominent and intricate global phenomenon that transcends geographical, social, and cultural boundaries. Its multifaceted impact spans across various sectors including education, which is a significant arena that is profoundly affected by the waves of human movement. Migration has recently taken a central stage on the international agenda, presenting opportunities and challenges for societies all over the world (Mosler Vidal & Laczko, 2022). Migration and education are intertwined in many aspects; moreover, education and skills development are significant factors at many points during an individual’s migration mainly driven by differences in skills returns between the country of origin and the country of destination (Dustmann & Glitz, 2011). Further, historical analyses on migration emphasise how skills and education levels have played pivotal roles in shaping migration patterns across different periods by providing insights into the complex relationship between migration and the accumulation of human capital (Bernard & Bell, 2018; Bilecen, 2020; Hatton & Williamson, 1998). As a result, a symbiotic relationship has developed that is essential in determining how individuals and societies will develop in an increasingly globalised world.
The modern era has been witnessing an unprecedented surge in international migration, with the number of migrants reaching approximately 281 million worldwide, constituting about 3.6% of the global population (International Organization for Migration (IOM), 2022). This influx of migrants presents complex challenges to host countries’ educational systems, exerting pressures on resources, funding, and the accommodation of linguistic and cultural diversity (Arjona-Pelado & Atnashev, 2021). Simultaneously, the field of education emerges as a dynamic force capable of addressing the complexities presented by migration, offering solutions to integration, skills acquisition, cultural awareness, and knowledge transfer, which are essential for both migrants and host communities. In achieving the sustainable development goals (SDGs) by 2030, English and Mayo (2021) emphasised the importance of lifelong learning by expanding SDGs to include the support and empowerment of migrant populations. Because of the dynamic relationship between migration and education, it is important to investigate how education can both address the problems caused by migration and maximise its potential for sustainable development.
Migration is more than a demographic shift that embodies a socio-political phenomenon inextricably intertwined with broader socio-economic structures. The challenges brought by migration span beyond the immediate domain of the educational sector and affect various aspects of society such as labour markets, healthcare systems, and cultural integration (Suárez-Orozco et al., 2009). Consequently, the multifaceted nature of migration necessitates a holistic understanding that considers not only the challenges but also the transformative opportunities it offers, particularly through the lens of education. As the world struggles to understand the complexities of migration and its implications, the context of sustainable development emerges as a critical framework to assess the implications of human mobility. Sustainable development entails the balanced pursuit of economic growth, social inclusion, and environmental preservation. Migration patterns can lead to resource distribution imbalances, thereby influencing access to quality education and skills development, which are crucial for achieving SDGs (United Nations Educational, Scientific and Cultural Organization (UNESCO), 2020). In this respect, migration plays a defining role in shaping the outcomes of these objectives and education contributes to sustainable development to overcome the challenges resulting from migration (Arjona-Pelado & Atnashev, 2021; English & Mayo, 2021).
Within this context, educational research has the unique responsibility of unravelling the multifaceted dimensions of migration and its impacts on societies. Scholars in the field have been actively examining the reciprocal relationship between migration and education, exploring ways in which education can serve as a catalyst for positive outcomes amid the complexities of migration (Rao, 2010; Suárez-Orozco & Qin-Hilliard, 2004). Therefore, this chapter sought to navigate the intricate landscape of migration in educational research, particularly in the context of international sustainable development. By conducting a comprehensive bibliometric analysis of the scholarly sources indexed in the Web of Science (WOS) between 2015 and 2022, this chapter aimed to shed light on the characteristics, collaboration trends, and conceptual structure of migration studies within the realm of education. Through this analysis, it was targeted to decipher the contribution of educational research to the discourse on migration and international sustainable development.
6.2. Conceptual Considerations and Literature Review
6.2.1. Migration in Education
Due to its profound implications for individuals, societies, and economies worldwide, the intersection of migration and education has captured significant scholarly attention. Migration can be defined as the movement of people across national or geographical boundaries (Rees, 2009). It encompasses various forms such as ‘the movement of people across national borders’ called international migration, ‘the movement of people within a country’ considered as internal migration, and ‘the movement of people who are compelled to leave their homes due to conflict, persecution, or natural disasters’ termed as forced migration (Skeldon, 2018). According to the IOM (2023), any individual who moves across an international border or within a nation’s borders away from his or her typical place of residence is considered a migrant, regardless of the following factors such as the legal status of the individual, whether the movement is voluntary or involuntary, the reasons for the movement, and the duration individuals spend living or staying in a particular location.
Within the context of education, migration involves the mobility of individuals or families seeking educational opportunities in different regions or countries, leading to a diversity of student populations in educational institutions. Education and migration have a significant relationship because it affects social disadvantage, labour migration, and intergenerational social mobility (Bilecen, 2020). Education systems play a significant role in reproducing social inequality based on social class, gender, and minority ethnicity; in addition, migration and international mobility shape an individual’s possibilities in education (Chamakalayil & Riegel, 2016; Jacobs, 2022; Olowookere et al., 2022). Migration is integral to human development and enhances educational outcomes, with internal migration supporting the economy and increasing human capital in certain regions (Bernard & Bell, 2018). Therefore, the field of migration, academic mobility, and education has gained interest in international and comparative education, exploring the educational experiences and challenges different migrant groups have had, which can be used for educational practice and policies (Arnot et al., 2023).
The complex relationship between migration and education has been investigated from multiple perspectives. The influx of migrant students results in demands on educational systems, which necessitates considerations for linguistic and cultural diversity, equitable access to educational resources, and strategies for social integration (Benson, 2019; Organisation for Economic Co-operation and Development (OECD), 2018). On the other hand, education serves as a vehicle for the enhancement of the social and economic integration of migrants into host societies. It also plays a vital role in skills development, cultural adaptation, and intercultural understanding (Martini, 2021; Suárez-Orozco et al., 2010). Furthermore, it is often linked to the notion of ‘social capital’ because educational attainment can facilitate social mobility and enhance migrants’ overall well-being (du Plooy et al., 2020, p. 2).
The impact of migration on education is not limited to host countries, and it also has some implications for countries of origin. The phenomenon of ‘brain drain’ occurs when highly skilled individuals migrate to pursue educational and career opportunities abroad, which potentially leads to the loss of human capital and expertise in the home country; conversely, ‘brain gain’ occurs when the return of skilled migrants contributes to knowledge transfer and capacity-building in their home countries (Gomellini & Ó Gráda, 2019, p. 168). The interconnectedness of migration and education underscores the importance of understanding the dynamics, challenges, and opportunities presented by these phenomena in order to formulate effective policies and strategies that promote inclusive and equitable education for all (UNESCO, 2020).
6.2.2. Educational Migration for Sustainable Development
Sustainable development, which first emerged as an economic concept, has evolved and deepened in meaning over time. The term ‘sustainable development’ first attracted attention in the Our Common Future report, also known as the Brundtland Report of the United Nations (UN), in 1987, and it was defined as ‘development that meets the needs of the present without compromising the ability of future generations to meet their own needs’ (The World Commission on Environment and Development (WCED), 1987). This prominent definition still serves as a guide for professionals working on this subject today, and it encompasses the broad idea of the goals of worldwide social advancement, economic growth, and environmental protection. International sustainable development can only be feasible when these three core objectives are supported by and coexist with one another (UN, 2023).
A significant milestone in the history of sustainable development, the millennium development goals (MDGs), composed of eight goals primarily aimed at developing countries, developed by the UN Millennium Summit in 2000 and officially launched in 2001. A new set of goals, the 17 SDGs of the UN Agenda 2030, were officially recognised by UN member states in 2015 to continue the progress started by the MDGs and fall inside the framework for global development by 2030. Countries have been incorporating the SDGs into their national policies in an effort to promote sustainable development; however, from time to time, various events or crises hinder or accelerate the move. The sustainable development agenda, for instance, is at risk due to some security, climate-dependent, or health concerns – the Covid-19 pandemic severely harmed sustainable progress everywhere (Sachs et al., 2022). Amid these crises, humanity’s ‘capacities to navigate uncertain futures’ (United Nations Development Programme (UNDP), 2022); in other words, sustainable development which offers a road map to overcome the problems should be supported and preserved.
The 2030 Agenda for Sustainable Development, for the first time, stresses dedication to the migration issue as an international concern in its objectives. The inclusion and commitment that ‘no one will be left behind’ are emphasised as a fundamental tenet of the Agenda 2030, and the significance of migration is highlighted as a factor that can lead to both development and alleviation of poverty (United Nations General Assembly, 2015). In the context of migration and the achievement of SDGs, lifelong learning which encompasses learning practices of all age groups, at all education levels, in all learning contexts, as well as via a number of modalities (UNESCO Institute for Lifelong Learning (UIL), 2023) plays a critical role in meeting an array of learning needs and expectations. To be more detailed and give some examples in terms of the contribution of lifelong learning in the quest for migrants’ right to live a dignified life and have decent work (UN, 2023), which serves as the cornerstone of SDGs, it could facilitate social cohesion by contributing to peaceful and inclusive societies (SDG 16), promote decent work and economic growth (SDG 8), increase educational opportunities for migrant women by empowering them economically and socially (SDG 5), and reduce inequalities (SDG 10).
When it comes to educational migration or international students, there is a phenomenon when individuals pursue educational opportunities in foreign countries (Sironi et al., 2019). The link between education and economic development and employability (SDG 1, SDG 8, SDG 16), inclusive education and lifelong learning (SDG 4), social inclusion and justice (SDG 16), eliminating discrimination and inequality (SDG 4, SDG 10), and worldwide collaboration (SDG 17) have also been contextualised in the Agenda 2030 (Kushnir & Nunes, 2022; Nicolai et al., 2017) through education primarily explored under SDG 4. This interconnected relationship among education, migration, and related matters concerning sustainable development necessitates governmental and intergovernmental organisations’ dealing with the migration and education issues with a holistic approach that balances the interests and notices the challenges and opportunities (UNESCO, 2020). By unravelling the conceptual framework underpinning the scholarly sources in the context of global sustainable development and educational migration, this chapter strives to enhance the understanding of the intricate interplay of education, migration, and sustainable development and to provide a basis for informed decision-making and comprehensive strategies at governmental and intergovernmental levels.
6.3. Methodological Considerations
6.3.1. Research Design
This chapter aimed to describe the scholarly sources on migration in the field of education indexed in the WOS and published between 2015 and 2022, explore their collaboration trends, and reveal the conceptual structure of these studies in the context of international sustainable development. Therefore, a bibliometric methodology was employed to investigate the following research questions (RQs) as illustrated in Fig. 6.1:
RQ-1. What are the descriptive characteristics of the scholarly sources on migration in the area of education between 2015 and 2022?
RQ-2. What are the collaboration trends in the scholarly sources on migration in the area of education between 2015 and 2022?
RQ-3. How is the conceptual structure of the scholarly sources on migration in the area of education constituted between 2015 and 2022?
As depicted in Fig. 6.1, first, characteristics of migration studies in education between 2015 and 2022 were examined through descriptive analysis (RQ-1) and then the collaboration trends in these studies were investigated using citation, keywords, and co-authorship analyses (RQ-2). Based on the results of cluster analysis, the conceptual structure of migration studies was revealed (RQ-3).
6.3.2. Identification of the Scholarly Sources
Based on the RQs within the scope of a bibliometric methodology, a strategy for the identification of the scholarly sources on migration in education was developed including the steps of selection of the database, keyword determination, formulation of the search string, specifications for inclusion and exclusion criteria, and finally the acquisition of the eligible studies to be included in the analyses to address RQs. Accordingly, in the first phase, the database was selected as the WOS because of its high-quality data providing software compatibility necessary for the bibliometric analyses. Second, keywords used in the database search were determined as ‘migration’ and ‘education’ with their possible equivalences. Then, the search string was formulated by employing the Boolean method. Subsequently, the inclusion and exclusion criteria were specified within the scope of the RQs as listed in Table 6.1.
Inclusion and Exclusion Criteria.
| Code | Inclusion Criteria | Code | Exclusion Criteria |
|---|---|---|---|
| Inc-1 | The date range was determined as 01.01.2015 and 31.12.2022. | Exc-1 | Publication dates were outside the range of 01.01.2015 to 31.12.2022. |
| Inc-2 | ‘Education/Educational Research’ and ‘Education Scientific Disciplines’ were selected as the WOS categories for education. | Exc-2 | Publications were categorised outside of ‘Education/Educational Research’ and ‘Education Scientific Disciplines’ in the WOS categories. |
| Inc-3 | ‘6.11 Education & Educational Research’ was selected for citation topics micro. | Exc-3 | Citation topics micro did not fall under ‘6.11 Education & Educational Research’. |
| Inc-4 | The document type was selected as ‘articles’. | Exc-4 | The publications which were not articles were excluded such as conference papers, etc. |
| Inc-5 | Publication language was determined as English. | Exc-5 | Publications were not written in the English language. |
| Inc-6 | Publication context was checked if it was within the scope of RQs. | Exc-6 | Publication context was falling outside the scope of the RQs. |
Source: Authors’ own work.
Date range (Inc-1; Exc-1), WOS category (Inc-2; Exc-2), citation topics at the micro level (Inc-3; Exc-3), document type (Inc-4; Exc-4), publication language (Inc-5; Exc-5), and content compliance (Inc-6; Exc-6) were specified for the eligibility of the scholarly sources indexed in the WOS. The date range of the data was determined as the year 2015 when the SDGs were agreed upon at the COP21 Paris Climate Conference. The process of the implementation of the inclusion/exclusion criteria was organised by employing the Prisma flowchart as a guideline for reporting systematic reviews (Page et al., 2021) as illustrated in Fig. 6.2.
As presented in Fig. 6.2, the outcome of the determined keyword search with an appropriate search string resulted in 57,169 records indexed in the WOS database. As a result of processing the inclusion criteria, 55,219 documents were eliminated for Exc-1, Exc-2, and Exc-3 in addition to the exclusion of 788 records for Exc-4 and Exc-5. Of 1,162 publications, 10 were not retrieved due to some missing components such as keywords or abstracts, and 161 were also eliminated for Exc-6 due to falling outside the scope of the RQs. Finally, 991 scholarly sources on migration were determined as the eligible data to be analysed in the field of education.
6.3.3. Analysis of Identified Data Sources
A bibliometric methodology using VOSviewer for Windows v1.16 was implemented for the quantitative investigation of RQ-1, RQ-2, and RQ-3. Accordingly, to explore the characteristics of the identified data sources formulated as RQ-1, descriptive analyses were carried out to encapsulate and outline the principal features, patterns, and trends present within a dataset. The descriptive indicators, in the context of this study, included aspects such as the number of identified publications and citations per year, micro-level citation topics, the journals, and the number of authors contributing to the identified data sources.
Subsequently, it was aimed to scrutinise and interpret the patterns and dynamics of collaboration within the ambit of migration in educational research over a duration of seven years (2015–2022). By evaluating the trends in collaboration, the study sought to delineate patterns of cooperation and ascertain the nature of established collaborations for migration studies in education. To address RQ-2, network analysis was performed including analyses of citation, keyword usage, and country-wise co-authorship patterns. Thus, trends in citation networks and co-authorship focusing on ‘the interactions among scholars in a research field’ (Donthu et al., 2021) were examined by providing the visualisation of collaboration networks to pinpoint influential nodes and clusters within the research community.
Finally, to reveal the conceptual structure of migration studies in education, cluster analysis was carried out to address RQ-3. Cluster analysis, as an enrichment technique in bibliometric methodology, aims to create ‘thematic or social groups’ to classify objects or cases into relatively homogeneous groups, known as clusters, based on selected characteristics by using some techniques such as exploratory factor analysis (Donthu et al., 2021; Zupic & Čater, 2015). In other words, it is a family of algorithms designed to form groups such that the data points in the same group are more similar to each other than to those in other groups. Based on the results of the cluster analysis, the identified clusters including ‘indicators that are mutually strongly correlated’ were labelled, which is the process of naming each group with explanatory terms describing the common features in each cluster (Franceschet, 2009). Accordingly, the detected clusters were labelled within the scope of the related literature.
6.4. Results
6.4.1. Characteristics of Migration Studies in Education
Regarding the characteristics of migration studies in education, descriptive indicators such as distribution of publications and their citations, citation topics at the micro level, journals, and the number of authors contributing to these papers were analysed to address RQ-1. First, the distribution of the publications on migration in the field of education and the number of citations they received per year were examined as presented in Fig. 6.3.
As seen in Fig. 6.3, 991 articles were published on migration in the educational context in the WOS core collection between 2015 and 2022. The highest number of studies was conducted in 2020 (n = 178), and the highest number of citations for these articles on migration was received in 2022 (n = 1,888). An increasing trend has also been observed in the number of citations for the studies conducted on migration in the educational context since 2015. The escalating number of citations underscores the topical relevance of the subject matter and signifies a growing recognition within the academic community of the importance of understanding migration in education.
As provided by the WOS database, citation topics that are algorithmically derived citation clusters by the system were investigated for these 991 studies at the micro level. Accordingly, it was detected that the publications on migration in the educational field were divided into nine topics based on citation topics with micro-categorisation as listed in Table 6.2.
Distribution of Micro-Level Citation Topics.
| Citation Topics Micro | n | % |
|---|---|---|
| 6.11.1255 International Students | 272 | 27.45 |
| 6.11.190 Teacher Education | 170 | 17.15 |
| 6.11.345 School Leadership | 164 | 16.55 |
| 6.11.666 Intergenerational Mobility | 144 | 14.53 |
| 6.11.31 Self-regulated Learning | 38 | 3.83 |
| 6.11.295 Science Education | 34 | 3.43 |
| 6.11.882 Critical Pedagogy | 27 | 2.72 |
| 6.11.2357 Transformative Learning | 23 | 2.32 |
| 6.11.2221 History Education | 16 | 1.61 |
| Total | 888 | 89.61 |
| Others | 103 | 10.39 |
| Grand total | 991 | 100.00 |
Source: Authors’ own work.
In Table 6.2, it was revealed that a variety of topics were indexed with a micro-categorisation approach for 991 articles on migration. Accordingly, the cited topic ‘International Students’ accounted for 272 articles with 27.45% of the total, ranked first on the list. ‘Teacher Education’ and ‘School Leadership’ contributed 170 articles (17.15%) and 164 articles (16.55%), respectively, to the overall sum. ‘Intergenerational Mobility’ represented 14.53% of the total with 144 articles. Additionally, the research topic featured a focus on ‘Self-regulated Learning’ (n = 38; 3.83%) and ‘Science Education’ (n = 34; 3.43%). The topics ‘Critical Pedagogy’, ‘Transformative Learning’, and ‘History Education’ made up the final three themes on the list, each contributing 2.72%, 2.32%, and 1.61%, respectively.
Journals having published 991 studies on migration in the field of education were identified as another descriptive indicator. The results of this analysis with a share greater than 1% of the total are presented in Table 6.3 with the number of published articles.
Distribution of Migration Studies in Education By Journala.
| Journal Title | n | % |
|---|---|---|
| Globalisation Societies and Education | 32 | 3.23 |
| Higher Education | 31 | 3.13 |
| Intercultural Education | 28 | 2.83 |
| Journal of International Students | 21 | 2.12 |
| Teaching and Teacher Education | 21 | 2.12 |
| Teachers College Record | 19 | 1.92 |
| Education Sciences | 17 | 1.72 |
| Discourse Studies in the Cultural Politics of Education | 14 | 1.41 |
| International Journal of Qualitative Studies in Education | 14 | 1.41 |
| International Review of Education | 13 | 1.31 |
| Compare: A Journal of Comparative and International Education | 12 | 1.21 |
| European Educational Research Journal | 12 | 1.21 |
| Frontiers in Education | 12 | 1.21 |
| International Journal of Educational Development | 12 | 1.21 |
| Multicultural Education Review | 12 | 1.21 |
| Studies in Higher Education | 12 | 1.21 |
| British Educational Research Journal | 11 | 1.11 |
| Theory and Research in Social Education | 11 | 1.11 |
| Educational Review | 10 | 1.01 |
| Journal of Studies in International Education | 10 | 1.01 |
| Total | 324 | 32.7 |
aJournals with a share greater than 1% of the total.
Source: Authors’ own work.
Table 6.3 lists the journals having published at least 10 migration studies with a share greater than 1% of the total publications (n = 324; 32.7%). Accordingly, the Journal of Globalisation Societies and Education received the highest rate with 32 articles, comprising 3.23%, followed closely by the Journal of Higher Education which produced 31 research papers (3.13%), accounting for the second-highest contribution. The third-placed journal, Intercultural Education, published 28 migration studies (2.83%). The journals Teaching and Teacher Education and International Students each produced 21 papers, accounting for 2.12% of the total publications.
Finally, the authors having conducted these 991 migration studies in education were examined according to the number of papers they contributed. It was detected that 991 migration studies were carried out by 1,961 authors, which means that most of the articles were written by different authors. Table 6.4 illustrates the diversity of authors according to the articles.
Number of Authors Contributing to Papers.
| Authors Contributing to … | n | % |
|---|---|---|
| 8 articles | 1 | 0.05 |
| 7 articles | 1 | 0.05 |
| 6 articles | 1 | 0.05 |
| 5 articles | 3 | 0.15 |
| 4 articles | 12 | 0.61 |
| 3 articles | 36 | 1.84 |
| 2 articles | 144 | 7.34 |
| 1 article | 1,763 | 89.90 |
| Total | 1,961 | 100.00 |
Source: Authors’ own work.
As observed in Table 6.4, 1,763 authors contributed to just one article (89.90%). In contrast, a far smaller set of authors contributed to multiple articles. For example, 144 authors, or 7.34%, of the total each wrote two articles. The proportion of authors conducting three research papers fell sharply to 36 (1.84%). By contributing to four articles, 12 authors (0.61%) made up the remaining. The number of authors contributing to more than four articles was quite limited. Three authors each took place in five publications, whereas only one author contributed to the remaining six, seven, and eight articles, representing just 0.05% of the entire publication.
6.4.2. Collaboration Trends in Migration Studies in Education
Scholarly collaborations enable researchers to benefit from one another’s experience by exploring challenging RQs together and looking into chances for further research to optimise outputs. To comprehend the intellectual landscape and trends in academia, citation analysis is an essential tool for evaluating the significance and effect of a particular piece of research or author within a certain subject. In this respect, to address RQ-2, citation analysis, keyword usage, and co-authorship patterns across nations were accepted as the markers for the current research indicating collaboration trends. Therefore, citation analysis was performed for 991 publications between 2015 and 2022, and the most influential papers on migration were detected in the field of education. Table 6.5 lists the publications with a total citation (TC) number of 50 or more with the average citation per year (ACPY).
Most-Cited Migration Studies in Educationa.
| Authors | Title of Publication | TC | ACPY |
|---|---|---|---|
| Lörz et al. (2016) | Why do students from underprivileged families less often intend to study abroad? | 92 | 11.50 |
| Banks (2017) | Failed citizenship and transformative civic education | 81 | 11.57 |
| Jiani (2017) | Why and how international students choose Mainland China as a higher education study abroad destination | 79 | 11.29 |
| Hachfeld et al. (2015) | Should teachers be colour-blind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers’ professional competence for teaching in diverse classrooms | 73 | 8.11 |
| Morley et al. (2018) | Internationalisation and migrant academics: the hidden narratives of mobility | 68 | 11.33 |
| Jaquette and Curs (2015) | Creating the out-of-state university: Do public universities increase non-resident freshman enrolment in response to declining state appropriations? | 66 | 7.33 |
| Wen and Hu (2019) | The emergence of a regional education hub: Rationales of international students’ choice of China as the study destination | 65 | 13.00 |
| Jerrim (2015) | An investigation of Western-born children of East Asian descent | 57 | 6.33 |
| Carlone et al. (2015) | Agency amidst formidable structures: How girls perform gender in science class | 56 | 6.22 |
| Yang Hansen and Gustafsson (2016) | Causes of educational segregation in Sweden–school choice or residential segregation | 55 | 6.88 |
| McNess et al. (2015) | Ethnographic dazzle’ and the construction of the ‘Other’: revisiting dimensions of insider and outsider research for international and comparative education | 54 | 6.00 |
| Gay (2015) | The what, why, and how of culturally responsive teaching: International mandates, challenges, and opportunities | 53 | 5.89 |
| Umansky (2016) | An examination of the impact of classifying students as English learners | 52 | 6.50 |
| Lipura and Collins (2020) | Towards an integrative understanding of contemporary educational mobilities: A critical agenda for international student mobilities research | 51 | 12.75 |
| Stoessel et al. (2015) | Sociodemographic diversity and distance education: Who drops out from academic programs and why? | 51 | 5.67 |
| Yang (2018) | Compromise and complicity in international student mobility: The ethnographic case of Indian medical students at a Chinese university | 50 | 8.33 |
aPapers with more than 50 citations.
Source: Authors’ own work.
According to Table 6.5, the article prepared by Lörz et al. (2016) received the highest number of citations (TC = 92; ACPY = 11.50), detected as the most-cited article. The research paper published by Banks (2017) was ranked second with 81 citations (ACPY = 11.57) followed by the article prepared by Jiani (2017) with 79 citations (ACPY = 11.29).
Totally, 16 scholarly sources were identified as the most influential migration research in education, and a keyword analysis of 991 scholarly publications was performed, which offers an organised and data-driven perception of the content, trends, and research gaps within the field of study. The most common top 10 keywords used in the 991 scholarly works on migration are listed in Table 6.6.
Results of Keyword Examination.
| Keywords | Occurrences |
|---|---|
| Migration | 61 |
| Higher education | 58 |
| International students | 43 |
| Refugees | 34 |
| Immigration | 27 |
| Diversity | 26 |
| Education | 25 |
| International students | 24 |
| Equity | 20 |
| Social justice | 20 |
| Total | 338 |
| Others | 2,446 |
| Grand total | 2,784 |
Source: Authors’ own work.
As indicated in Table 6.6, the most frequently occurring keyword was ‘Migration’ appearing in 61 instances. ‘Higher Education’ was used 58 times listed in the second order. ‘International students’ appeared 43 times, while the keyword ‘Refugees’ was used 34 times, indicating a focus on contemporary social issues. The terms ‘Immigration’ and ‘Diversity’ were stated 27 and 26 times, respectively, shedding light on intercultural aspects of education. There were 25 occurrences of the term ‘education’ alone. Finally, the 20 appearances of the keywords ‘Equity’ and ‘Social Justice’, respectively, highlighted the social emphasis in several publications. All these stated keywords amounted to 338 in number overall. Additionally, there were 2,446 occurrences of other keywords not listed in Table 6.6, making up a significant portion of the total of 2,784 keywords.
The examination of keywords of the articles on migration in the field of education additionally revealed a variety of important themes. In Fig. 6.4, it can be observed that these keywords are grouped into four different clusters, indicating their interconnectedness.
Fig. 6.4 illustrates an improved understanding of the links, connections, and significance among articles on migration. Accordingly, the green cluster seemed to focus on international student mobility, especially between China and Australia. The themes appeared to revolve around the mobility of students for higher education, especially international students, and the various factors that affected it, such as ‘study abroad’ programmes and ‘employability’. The inclusion of ‘Covid-19’ suggested that the cluster might also touch upon the impact of the pandemic on student mobility and international education. The blue cluster appeared to be centred on the intersection of education and migration. It brought up topics related to education policy, school choice, and the educational experiences of migrants and ethnic minorities. The keyword ‘PISA’ (Programme for International Student Assessment) could imply a focus on standardised testing and how various demographics performed, potentially related to migrants or different ethnic groups. The cluster in red leaned towards themes of social justice in education, incorporating the elements like ‘equity’, ‘immigration’, ‘refugees’, and ‘adult education’. There was also a strong focus on pedagogical approaches to cultural diversity, inclusion, and multicultural education. The yellow cluster appeared to be narrowly focused on the subject of ‘refugee education’ and educational policies surrounding it. Due to its smaller size, it might indicate either a niche area of focus or an emerging field that has not been as extensively covered as the other topics. In general, Australia, China, and Canada were explicitly mentioned, suggesting that the studies might have a geographical focus. Several themes like ‘migration’, ‘policy’, and ‘education’ appeared across the clusters indicating the interconnectedness of these issues.
Finally, co-authorship analysis was conducted to explore the country variable; accordingly, the number of articles published by country with the total and average citations of these articles were examined and the countries with more than 20 migration studies in education are presented in Table 6.7.
Results of Co-authorship Analysis By Country.
| Countrya | Continent | Articles | Citations | Mean Citations |
|---|---|---|---|---|
| USA | North America | 304 | 2,095 | 6.89 |
| England | Europe | 100 | 1,120 | 11.20 |
| Australia | Australia | 99 | 861 | 8.70 |
| Canada | North America | 89 | 457 | 5.13 |
| Germany | Europe | 49 | 470 | 9.59 |
| China | Asia | 45 | 469 | 10.42 |
| Spain | Europe | 45 | 280 | 6.22 |
| Sweden | Europe | 39 | 295 | 7.56 |
| Norway | Europe | 33 | 273 | 8.27 |
| Netherlands | Europe | 27 | 204 | 7.56 |
| Finland | Europe | 25 | 90 | 3.60 |
| Turkey | Asia | 24 | 132 | 5.50 |
| Israel | Asia | 22 | 180 | 8.18 |
aCountries with more than 20 articles.
Source: Authors’ own work.
The distribution of co-authorship across different countries revealed the collaboration trends in migration research in the field of education between 2015 and 2022. The USA stood out with the highest number of documents at 304, garnering 2,095 citations and averaging about 6.89 citations per document. England, with 100 articles and 1,120 citations, held the second on the list but showed the highest mean citations of 11.20 per document. These two countries suggested a significant global impact of research on migration in the field of education. Australia closely followed England with 99 articles, accumulating 861 citations with a mean citation count of 8.70. Canada contributed 89 publications with 457 citation numbers averaging 5.13 per paper. Germany’s 49 and China’s 45 articles had notably higher mean citations, 9.59 and 10.42, respectively, which displayed the impact of their research contributions. Spain and Sweden each conducted 45 and 39 migration research articles, respectively, with an average of 6.22 and 7.56 citations per document. Norway and the Netherlands had relatively high mean citations, 8.27 and 7.56, respectively. Finally, Finland, Turkey, and Israel had fewer articles and average citation numbers, yet contributed meaningfully to the corpus of research. In Fig. 6.5, the visualisation of these collaborative relationships between countries is depicted by mapping on VOSviewer.
As mapped in Fig. 6.5, the countries in the green cluster were all located in the Asia-Pacific region. Malaysia, Singapore, Thailand, and Australia are geographically close with strong economic and academic ties, which suggests a strong regional collaboration in research. The purple cluster included English-speaking countries such as New Zealand, Canada, and England with strong historical, cultural, and linguistic ties. This might indicate a preference or ease of collaboration between countries with a shared language and similar academic and research cultures. China, South Korea, and the United States, in the blue cluster, were major players in global research with strong economic ties. The cluster in dark blue included Western European countries such as Finland, Germany, Switzerland, Belgium, and the Netherlands known for their strong academic and research institutions. These countries have had a history of collaboration and similar socio-political contexts, which might facilitate research collaboration. The countries in the orange, yellow, and red clusters had different languages and political contexts; therefore, it can be claimed that the collaboration might be based on specific research areas or international projects. The clusters illustrated in Fig. 6.5 indicated that international research collaboration was influenced by a number of factors including geographical proximity, linguistic and cultural ties, shared research interests, and participation in international projects.
6.4.3. Conceptual Structure of Migration Studies in Education
To address RQ-3 for the identification of the conceptual structure of migration studies in education, it was determined that there were 222 articles that received at least 10 citations based on the results illustrated in Fig. 6.5. In this context, cluster analysis was carried out on VOSviewer, and it was detected that 25 publications were found interrelated among these 222 articles. The connection map of these 25 interrelated articles is presented in Fig. 6.6.
After a visual examination of the articles identified as interconnected in Fig. 6.6, it was determined that they were grouped into a total of seven different clusters. The red cluster centred around the studies conducted by Mulvey (2021), Sidhu and Ishikawa (2022), Waters (2018), and Yang (2020). The cluster in green was composed of the research by Gunter and Raghuram (2018), Jöns (2018), King and Sondhi (2018), and Page and Chahboun (2019). The four studies carried out by Chankseliani (2018a, 2018b), Lee and Sehoole (2015), and Lee (2017) were interconnected in the cluster illustrated in dark blue. The yellow cluster consisted of the studies by Chen (2016), Lipura and Collins (2020), Ortiga (2018), and Yang (2018). The cluster in purple revealed a connection among the research conducted by Jokila (2015), Xu and Montgomery (2019), Yu and Zhang (2016), and Yu et al. (2021). The three publications were accumulated in the blue cluster (Lee, 2019; Ma & Pan, 2015; Yang, 2022). The last cluster included two studies highlighted in orange (Jiani, 2017; Wen & Hu, 2019). After a rigorous examination of all these clusters with their connected articles, representative labels were assigned to each cluster as shown in Fig. 6.7.
Fig. 6.7 presents the results of the cluster analysis, revealing distinct themes and research focuses within the realm of migration in educational research. Each cluster was defined by a set of keywords capturing the central themes and concepts addressed in the articles grouped within that cluster (C). Accordingly, ‘Discourse and Politics of International Student Mobility’ (C1) explored the complexities of global student mobility, particularly in the context of China and Africa. ‘Trans/national Academic Mobilities and International Study’ (C2) centred on the mobility of academics and students across national boundaries. ‘Regional Dynamics and Neo-Nationalism in Educational Mobility’ (C3) focused on the regional and geopolitical influences on student mobility. ‘Factors Shaping International Student Mobility’ (C4) investigated the multifaceted factors influencing student mobility decisions. ‘Cultural Adaptation and Internationalisation in Higher Education’ (C5) probed the intersection of culture, globalisation, and internationalisation in higher education. ‘Capital Accumulation in Education Mobility’ (C6) revolved around the accumulation of global linguistic and cultural capital within educational migration. ‘Motivational Factors for International Students’ (C7) examined the decision-making processes of international students, exploring factors that influence their choice of study destination.
6.5. Discussion
Due to the dynamic relationship between migration and education, it is important to investigate how education can both address the problems caused by migration and maximise its potential for sustainable development. Thus, this chapter explored the characteristics, collaboration trends, and conceptual structure of migration studies in education from 2015 to 2022 within the scope of international sustainable development. First, 991 articles were identified within this period, and a notable increase was detected in both the number of publications and citations over time. The rise in citations received by these articles over the years signifies the increasing relevance of migration in education. This trend underlines the recognition of migration’s impact on education systems, and it necessitates in-depth research to address related challenges. The micro-level analysis of citation topics revealed the prominence of ‘International Students’ as the most-cited topic, followed by ‘Teacher Education’ and ‘School Leadership’, which indicates the significance of these areas in migration studies within the educational context, and the multifaceted aspects of migration’s influence on education. The study also provided insights into the distribution of publications across journals, which contributed to the dissemination of research on migration in education and the promotion of their visibility. Additionally, the diversity of authors contributing to these studies was also highlighted, with a majority of authors contributing to only one article, which underscores the diversity of voices and perspectives in this field by demonstrating the collaborative and multidisciplinary nature of migration studies in education.
Second, collaboration trends in the collected scholarly sources were investigated through citation analysis, co-authorship patterns, and international collaborations. The most influential papers on migration in education were identified through citation analysis. The top-cited articles cover a wide range of topics, including student intentions to study abroad, civic education, international student choice, multicultural competence among teachers, and the narratives of migrant academics (e.g., Jöns, 2018; Mulvey, 2021; Wen & Hu, 2019). Keyword analysis revealed the prominent themes and areas of focus within migration studies. The prevalence of keywords like ‘Migration’, ‘Higher Education’, and ‘International Students’ underscores their centrality in the research discourse. Additionally, keywords such as ‘Refugees’, ‘Diversity’, ‘Equity’, and ‘Social Justice’ reflect the field’s commitment to addressing contemporary social issues and fostering inclusivity in education (Lipura & Collins, 2020; Yang, 2020). The United States, England, and Australia were found as prominent contributors, which demonstrates the global reach of migration research in education. The collaboration clusters revealed regional and thematic patterns influenced by factors such as geographic proximity, shared language, and research interests.
Finally, the study identified the conceptual structure of migration studies in education through cluster analysis. Seven distinct clusters emerged, each representing a specific research focus within the field. These clusters encompassed topics such as international student mobility, transnational academic mobilities, regional dynamics, factors shaping student mobility, cultural adaptation in higher education, capital accumulation in education mobility, and motivational factors for international students. These clusters offered a comprehensive view of the diverse research landscape within migration studies in education for sustainable development. The main focus of sustainable development is to balance the requirements of today’s people without sacrificing the capacity of the next generations to meet their own needs (WCED, 1987). In parallel with this fundamental statement, these clusters are closely related to the SDGs such as many students migrating to act as a driving force for quality education (Mosler Vidal & Laczko, 2022), cultural understanding and exchange (Abdulkadyrov et al., 2021), human capital development and capacity-building effect (Jöns, 2018; Olowookere et al., 2022; Payab et al., 2023).
6.5.1. Discourse and Politics of International Student Mobility
International student mobility plays a critical role in the development of human capital. As students from diverse backgrounds gain access to higher education institutions (HEIs) worldwide, they acquire knowledge and skills that are essential for sustainable development (Mbithi et al., 2021). This cluster revolved around the discourse and political dimensions of international student mobility (Mulvey, 2021; Sidhu & Ishikawa, 2022; Waters, 2018; Yang, 2020). The articles within this cluster delved into the complex interplay between globalisation, international student mobility, and political dynamics by exploring how discourses surrounding migration impact students’ experiences and how postcolonial perspectives influence educational mobility. For instance, Mulvey (2021) examined the politics of international student mobility, while Sidhu and Ishikawa (2022) investigated emotions and hospitality in East Asian international student mobilities. Waters (2018) addressed politics in transnational education programmes, particularly in the context of Hong Kong, and Yang (2020) discussed the ethical and political considerations in international student mobility.
The human capital model (Becker, 1964) posits that education is an investment individuals make to maximise their lifetime earnings. In the context of international student mobility, this model suggests that students migrate to cultivate skills or credentials that may not be readily available in their home country, and this is, therefore, crucial for the development of human capital and the achievement of SDGs (Payab et al., 2023). Human capital development is a key strategy in the global effort of eradicating severe poverty and fostering more inclusive communities (World Bank, 2023). It provides students with opportunities to gain global competence and prepares them for culturally diverse working environments (Abdulkadyrov et al., 2021). Through international mobility experiences, students can enhance their global competence and contribute to the sustainable development of their countries (Olowookere et al., 2022). However, there are challenges and barriers to international student mobility that need to be addressed (Kjellgren & Richter, 2022). By redesigning international student mobility programmes and providing adequate support, HEIs can better support the development of global competence among students (Ugnich et al., 2021). Therefore, international student mobility should be considered a valuable tool for both human capital development and the achievement of SGDs.
6.5.2. Trans/national Academic Mobilities and International Study
Transnational academic mobilities and international studies refer to educational and academic activities that include people, organisations, and knowledge that travel within or across national boundaries (Angouri, 2023), which is the focus of this cluster (Gunter & Raghuram, 2018; Jöns, 2018; King & Sondhi, 2018; Page & Chahboun, 2019). The articles explored the intricate dynamics of staff mobility, branch campuses, and student migration by investigating how globalisation impacts academic mobility and discussing the role of higher education in the global knowledge economy. Gunter and Raghuram (2018) investigated transnational education and staff mobility, while Jöns (2018) examined academic mobility and the knowledge economy. King and Sondhi (2018) explored motivations for international student migration, whereas Page and Chahboun (2019) highlighted social networks and student experiences in the context of internationalisation.
Transnational academic mobilities and international studies contribute to several concerns regarding sustainability, such as facilitating knowledge transfer, capacity-building, collaborations in research, and global citizenship understanding (Angouri, 2023; Sutrisno & Pillay, 2015). They promote intercultural considerations in research and teaching (Jones et al., 2016), give a chance to integrate global and local concerns in research and teaching, and enhance research and educational initiatives for sustainability (Caniglia et al., 2017). Accordingly, these characteristics allow transnational academic mobilities and international studies useful instruments in the effort to create a more sustainable and just world.
6.5.3. Regional Dynamics and Neo-Nationalism in Educational Mobility
Neo-racism, the discrimination against international students, and neo-nationalism or new nationalism, the ‘national order in the new global economy’ (Lee, 2017), regional dynamics representing background features related to home countries or regions have significant and concerning effects on international higher education, global integration, and sustainable development (Douglass, 2021; Lee, 2017). In this context, this cluster examined regional dynamics and neo-nationalism’s influence on educational mobility (Chankseliani, 2018a, 2018b; Lee, 2017; Lee & Sehoole, 2015). The articles explored international student mobility within the context of former Soviet countries, Eurasia, and South Africa by discussing the relationship between internationalisation, regional hubs, and the rise of neo-nationalism and neo-racism. Chankseliani (2018a) addressed international student mobility and democratisation in former Soviet countries, while Chankseliani (2018b) focused on strategic institutional management of internationalisation. Lee and Sehoole (2015) examined international mobility in South Africa, and Lee (2017) discussed regional hubs, neo-nationalism, and xenophobia.
Numerous difficulties may be encountered by an international student who is adjusting to a new setting, either because of the student himself/herself or the surroundings. Many foreign students encounter xenophobic actions and negative stereotyping, as well as a sense of insecurity (Gopal, 2016; Koo et al., 2023). Regional dynamics can also influence how well international students manage while studying abroad (Ramia, 2021). It is essential to remain conscious that while some nations may find an approach to reconcile national interests with international cooperation and the SDGs, neo-nationalism would have a detrimental effect on sustainable development in light of the values of equity, inclusivity, and global partnership. Therefore, it is essential to address regional dynamics and neo-nationalism carefully and thoroughly in the context of educational mobility.
6.5.4. Factors Shaping International Student Mobility
A range of multifaceted dynamics, including social, cultural, organisational, and individual reasons, affects the mobility of international students (OECD, 2015; Perez-Encinas et al., 2021). Consistently, this cluster explored the factors that shape international student mobility (Chen, 2016; Lipura & Collins, 2020; Ortiga, 2018; Yang, 2018). The articles within this cluster explored various aspects of student mobility, including marketing strategies, non-traditional study destinations, and the impact of migration and labour export on education hubs. Chen (2016) focused on marketing strategies and study abroad, while Lipura and Collins (2020) discussed educational mobilities and non-traditional study destinations. Ortiga (2018) examined education hubs and migration in the Philippines, whereas Yang (2018) explored medical education and international student mobility.
Economic opportunities in the host country (Souto-Otero et al., 2013), familiarity with the culture and social support networks, quality of the host university and the city, and the work and career opportunities (Perez-Encinas et al., 2021), the impact of natural regulations (Angouri, 2023) could be listed as the most common contextual factors for international student mobility. Policymakers and educational institutions may develop policies and programmes that support the SDGs by taking these factors into account in the context of international student mobility. These initiatives can encourage fair access to high-quality education, lessen inequities, increase international collaboration, and improve the well-being of both local populations and overseas students.
6.5.5. Cultural Adaptation and Internationalisation in Higher Education
Cultural adaptation in the realm of international student mobility often entails foreign students and scholars adapting to the culture and educational atmosphere of the host nation or institution (Martini, 2021; Smith & Khawaja, 2011). Similarly, this cluster centred on cultural adaptation and internationalisation in HEIs (Jokila, 2015; Xu & Montgomery, 2019; Yu & Zhang, 2016; Yu et al., 2021). The articles investigated the role of internationalisation in higher education and how students adapted to new cultural environments by discussing concepts like global imagination, typologies of higher education mobilities, and sociocultural adaptation. Jokila (2015) examined the internationalisation of higher education using Appadurai’s ideas, while Xu and Montgomery (2019) discussed mobilities in higher education and globalisation. Yu and Zhang (2016) delved into sociocultural adaptation of mainland students in Hong Kong, while Yu et al. (2021) explored academic and psychological adaptation among Chinese students.
To improve the acculturation of international students, it is crucial to focus on group and individual characteristics, stressors, coping mechanisms, and social support (Smith & Khawaja, 2011). Consistently, the realisation of the potential of international students’ acculturation can act as a catalyst for cross-cultural awareness, global citizenship, and sustainable development as it could foster empathy, cross-cultural communication, and a more expansive worldview.
6.5.6. Capital Accumulation in Education Mobility
Capital accumulation in the context of international educational mobility refers to the process by which people, institutions, and nations accumulate and build a variety of capital (e.g., human, social, cultural, and economic capital) (Goodwin, 2003), through their participation in international educational opportunities. Accordingly, this cluster focused on capital accumulation within the context of educational mobility (Lee, 2019; Ma & Pan, 2015; Yang, 2022). The articles highlighted the global linguistic and cultural capital’s role in shaping international student mobility, particularly within China’s two-track educational system. The discussions extended to brain gain, brain circulation, and the accumulation of human capital through educational mobility. Lee (2019) discussed global linguistic and cultural capital among international student migrants, while Ma and Pan (2015) examined brain gain and brain circulation. Yang (2022) addressed capital accumulation and international student mobility in China.
The accumulation of crucial capital, such as gaining knowledge, credentials, and skills, that can contribute to employability; the development of social capital by creating international networks and relationships; and the expansion of educational opportunities and research collaborations are all part of the process of international student mobility that go beyond simply achieving a credit or degree (Bamberger, 2019; Goodwin, 2003; Sidhu et al., 2015). The idea of human capital development is about prospective societal benefits as well as enhanced personal advantages like income for graduates (McMahon, 2009). Therefore, capital accumulation through international mobility supports sustainable development by cultivating economic growth, reducing poverty, improving education, fostering knowledge transfer, and international collaboration.
6.5.7. Motivational Factors for International Students
The push–pull theory of international students by McMahon (1992) and the rational choice theory by Eriksson (2011) are frequently employed theories that explain individual factors of international students’ choice to pursue education overseas. Consistently, this cluster also deepens the understanding centred on the motivational factors influencing international students’ decisions to study abroad (Jiani, 2017; Wen & Hu, 2019). The articles within this cluster investigated students’ decision-making processes by exploring push–pull models and the emergence of regional education hubs. The decision-making dynamics and the factors that attracted international students to specific study destinations were discussed extensively. Jiani (2017) examined motivational factors among mainland Chinese students studying abroad, while Wen and Hu (2019) discussed the push–pull model and regional education hubs in China.
The motivational dynamics of studying abroad are much more complicated than anticipated, and they need to be considered in a wider psychological and social framework (Yue & Lu, 2022). Understanding the motivations of international students and the variables influencing their choice of regional hubs could enable educational institutions, governments, and organisations to focus their efforts on the objectives of this varied group of students. This orchestration may result in more focused endeavours, partnerships, and projects that support sustainable development at the local, regional, and international levels.
6.6. Concluding Remarks
Increasing rates of international migration create complex issues in education as an ongoing crisis that calls for comprehensive social, political, and economic approaches. Equitable access to education, language obstacles, and the creation of inclusive settings are primary challenges that educational institutions face. From an economic perspective, nations need to plan to minimise any risks while maximising the advantages of migrant labour. The intricate interactions among these elements highlight the need for an all-encompassing strategy that goes beyond conventional educational frameworks and addresses the wider socio-economic ramifications of global migration. In this chapter, the objective was to outline the overarching patterns of relevant scholarly sources within the realm of education and migration, as indexed in the WOS between 2015 and 2022. It sought to investigate the trends in collaboration among these sources and delve into the conceptual framework underpinning these studies within the context of international sustainable development. To accomplish this, a bibliometric methodology was employed for an in-depth exploration and analysis of these publications; 991 studies on migration within the realm of education were descriptively analysed by examining various aspects such as the distribution of publications alongside their respective citations, the specific citation topics at a micro level, the journals disseminating these works, and the extent of authorship involvement in these publications.
In addition, a citation analysis was conducted to unveil the prevailing collaboration trends within the current research landscape and pinpoint the most influential papers in the field of education-related migration. Lastly, cluster analysis was employed using VOSviewer, revealing the interconnectedness of 25 publications that collectively comprised seven distinct clusters, each of which was discussed and approached as significant arguments for international sustainable development. This chapter underscores the valuable contribution of these publications to the broader realm of global sustainable development, providing a more comprehensive understanding of the multifaceted relationship between migration and education.
6.7. Implications and Future Directions
The sources investigated in this study shed light on the comprehension of migration in the educational context by endeavouring to articulate the interplay with sustainable development. The results suggest a few approaches for further research regarding strategy and methodology. The research area of migration and education has been dominated by the studies conducted for HEIs. It is clearly observed that higher education plays a central role in migration and education research in terms of study numbers, research trends, and the interaction of the studies. While this key role of HEIs is crucial for the sustainability of development, it also demonstrates that HEIs are stakeholders that must be included in the planning, implementation, and evaluation attempts for sustainable development by national and international policymakers and authorities. Moreover, it is also worthy of attention in the limited impactful research conducted in other education levels, which may be indicated as a barrier to internationally sustain development.
Additionally, the findings in this chapter revealed that the geographic distribution of the scholarly sources is also limited, which could be due to the density of Western-dominant studies and journals in this field. However, it is also notable that the host countries conducted, respectively, more research than the home countries, which demonstrates a research gap for the educational impacts of migration and loss of human capital in the countries of origin.
Finally, there are some limitations of this study resulting from its methodology. This bibliometric review study concentrated on the scholarly research related to migration in the field of education indexed in the WOS between 2015 and 2022. Consequently, the findings are limited only to these sources. The study is also limited to peer-reviewed articles published in English. Future research in other databases with a wider time range could enlarge their scope and include publications in various languages to expand the existing knowledge base.
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- Prelims
- Part I
- Chapter 1. Introduction
- Chapter 2. Conceptualising the International Phenomenon of Crises
- Part II
- Chapter 3. Assessing the Social Impact of an American Liberal Arts University: Implications and Challenges in the Post-conflict Society of Iraqi Kurdistan
- Chapter 4. Leading the Policy Landscape of Somali Private Education System in a Conflict Zone: Views of Somali Headteachers
- Chapter 5. Towards a Sustainable and Balanced Development of Higher Education in South Korea
- Part III
- Chapter 6. Migration in Education Research: A Synthesis to Support Sustainable Development
- Part IV
- Chapter 7. The Potential of Teacher–Student Communicative Action to Overcome the Repercussions of Global Crises
- Chapter 8. The Inner Development Goals: Changing Educational Systems to Meet the Challenge of Human-Generated Global Crises
- Chapter 9. Conclusion
- Index