Educational Inequality and School Development Policy: A Bibliometric Analysis (2014–2024)

Authors

  • Kuandyk Taibolatov I. Altynsarin National Academy of Education
  • Yerbol Sarmurzin Karaganda Buketov University
  • Aynash Kudysheva South Kazakhstan Pedagogical University named after O. Zhanibekov
  • Aray Amanova L.N. Gumilyov Eurasian National University

DOI:

https://doi.org/10.59941/2960-0642-2025-2-21-33

Keywords:

school improvement, educational inequality, bibliometric analysis, target schools, educational leadership

Abstract

This article presents a bibliometric analysis of international research on school improvement and educational inequality conducted between 2014 and 2024. The study is based on 2017 publications from the Scopus database and was carried out using the VOSviewer software. The analysis focused on publication activity, leading journals and authors, research networks, and thematic clusters. The results reveal a growing academic interest in the topic, especially after 2020. Key research themes include educational leadership, teacher professional development, social justice, and school climate. The United States, United Kingdom, Germany, and Australia lead in scientific output. The article also discusses ways to adapt international approaches in Kazakhstan within the framework of the “Target Schools” project and emphasizes the importance of implementing evidence-based and data-informed strategies in education policy.

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Published

2025-06-30

How to Cite

Taibolatov, K., Sarmurzin, Y., Kudysheva , A., & Amanova, A. (2025). Educational Inequality and School Development Policy: A Bibliometric Analysis (2014–2024). Scientific and Pedagogical Journal "Bilim" of the I. Altynsarin National Academy of Education, 113(2), 21–34. https://doi.org/10.59941/2960-0642-2025-2-21-33

Issue

Vol. 113 No. 2 (2025)

Section

Educational policy, innovation and digitalization in the educational process