Bibliometric analysis of virus learning transformation in senior high school: A comparative study of pre and post COVID-19 pandemics periods

Abstract

The COVID-19 pandemic has fundamentally transformed educational practices globally, particularly in virus-related learning at the secondary school level. This study aimed to analyze the transformation of virus learning approaches in senior high schools through a comparative bibliometric analysis of pre-pandemic (2015-2019) and post-pandemic (2020-2024) periods. A systematic bibliometric approach was employed using Scopus database, analyzing 348 documents that met the inclusion criteria through keyword combinations related to virus learning, teaching methodologies, and secondary education. Data analysis was conducted using VOSviewer software (version 1.6.18) to generate network maps and visualizations based on co-occurrence analysis of author keywords. The results revealed a dramatic increase in publications after 2020, peaking at nearly 30 publications in 2021 compared to an average of 9-12 publications annually during 20152019. Geographically, the United States maintained dominance with intensity scores increasing from 8 to 20, while European regions showed more balanced distribution and Asian countries demonstrated significant growth in research contributions. Content analysis indicated a substantial shift from HIV/AIDS focused learning in the pre-pandemic period to integrated approaches combining COVID-19 materials with traditional virus education post-pandemic. The transformation encompassed methodological changes including hybrid learning adoption, digital technology integration, and enhanced emphasis on health literacy and contextual understanding. Future projections suggest virus learning will become increasingly holistic, integrating biomedical aspects with socio-educational contexts to provide a comprehensive understanding of health challenges. This transformation reflects the education system's adaptation to post-pandemic realities while maintaining focus on pre-existing health issues, ultimately preparing students for complex future health challenges through interdisciplinary learning approaches.