MAPPING THE GLOBAL KNOWLEDGE LANDSCAPE OF GENDER-INCLUSIVE ENGLISH LANGUAGE EDUCATION: A BIBLIOMETRIC ANALYSIS

Abstract

Gender-inclusive English language education has emerged as an important area of educational research in response to growing global commitments to equity, diversity, and inclusive teaching practices. Despite the increasing volume of publications, a comprehensive understanding of the field's intellectual structure, research trends, collaboration patterns, and thematic development remains limited. This study mapped the global knowledge landscape of gender-inclusive English language education through a bibliometric analysis of 5,419 English-language articles and review papers indexed in the Scopus database from 1989 to 2026. Bibliometric indicators were analyzed using the Bibliometrix package (Biblioshiny), while VOSviewer was employed to visualize keyword networks and research hotspots. The findings revealed a strong annual publication growth rate of 18.89%, reflecting the rapid expansion of the field over the past three decades. The United States emerged as the leading contributor, followed by China, the United Kingdom, Canada, and Australia, while TESOL Quarterly and the Journal of Language, Identity and Education were identified as the most influential publication sources. The analysis also demonstrated increasing international collaboration and interdisciplinary research, with teacher education, inclusive pedagogy, language learning, multilingualism, social justice, critical pedagogy, and gender representation constituting the dominant research themes. Emerging topics such as artificial intelligence, educational technology, digital literacy, gender-fair language, intersectionality, and Global Englishes indicate evolving directions for future research. Further, the study demonstrates that gender-inclusive English language education has developed into a dynamic and globally significant research field and provides a comprehensive knowledge map that can inform future scholarship, curriculum innovation, teacher education, and evidence-based policies promoting equitable and inclusive English language education worldwide.