Scientometric Exploration of Rhizomatic Learning in Theory and Practice
DOI:
https://doi.org/10.5281/zenodo.18114655Keywords:
Educational Innovation, Pedagogical Practices, Rhizomatic LearningAbstract
Introduction: Rhizomatic Learning (RL) is an innovative and non-linear educational approach, based on the rhizome theory proposed by Gilman (1989). Unlike traditional teaching models, RL is decentralized and allows for multidirectional connections, promoting interconnectivity and adaptability in the construction of knowledge. Although its potential has been widely acknowledged, RL remains an emerging field that requires further scientific support from various perspectives. This article aims to conduct a scientometric analysis to map the scientific production related to RL and identify prevailing trends in the field. Methodology: To achieve this, bibliometric data from Web of Science (WoS) and Scopus were used, structuring the study into two parts: a general mapping of the scientific output and the application of the Tree of Science (ToS) algorithm. Results: Results show a steady growth in interest in RL, with a 21.65% increase in production since 2024, with the United States and the United Kingdom leading in the number of publications. Discussions: Three main trends were identified: the integration of learning in the arts and cultural heritage, innovative pedagogical strategies in the classroom, and the exploration of cultural experiences in early childhood education. Conclusion: This study contributes to the conceptualization and visibility of RL as a driver of educational innovation.
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