Mahbubul Islam

Aim: This study investigates the challenges students in developing countries face in adapting to internet-based education. It aims to identify key trends, influential contributors, and research gaps, with a particular emphasis on the potential of innovative technologies such as artificial intelligence (AI) and blockchain in addressing digital inequality. Methods: A bibliometric analysis was conducted on 352 scholarly documents sourced from the Scopus database. Advanced analytical tools, including Machine Learning techniques, R programming, Bibliometrix, and VOSviewer, were employed to assess performance indicators, visualize topic clusters, and map the research landscape. Findings: The analysis indicates a growing body of research focused on digital adaptation in education, with substantial contributions from Germany, India, and the UK. Although Hong Kong and Singapore contribute fewer publications, their research garners high citation visibility. Prominent authors such as Choo, Fung, and Wootton have significantly influenced the field. The study identified five major thematic clusters: psychosocial barriers (e.g., internet addiction and academic stress), technological innovations (AI, blockchain, and digital platforms), socioeconomic challenges (connectivity costs and gender disparities), research trends and bibliometric mapping, and multi-stakeholder collaboration involving government, academia, and civil society. A notable research gap exists regarding the practical implementation of AI and blockchain to alleviate these challenges. Originality: This study is among the few to systematically map the global academic discourse on internet adaptation in education within developing regions using bibliometric and machine learning approaches. It introduces an interdisciplinary perspective by combining education, technology, and policy analysis. Academic Value: By synthesizing global research trends and highlighting underexplored areas, particularly the role of emerging technologies, gender disparities, and collaborative strategies, this study provides a valuable reference for scholars, policymakers, and educators. Additionally, by identifying key gaps, it supports evidence-based policy formulation and encourages further localized, gender-sensitive research and pilot interventions to enhance educational equity.

Social networking has opened up new avenues for learning and knowledge sharing. Because of its document exchange, virtual communication, and knowledge production capabilities, social media is a helpful tool for learning and teaching. This research embraces multiple goals. First, this study examines Bangladeshi university students’ social value, communication and collaboration, trust, and the perceived benefits of knowledge sharing through social media in academic advancement. The second goal is to examine how families and technology support mediate those aspects of social media knowledge sharing with student academic development. This study uses the Technology Acceptance Model and Social Exchange Theory as an example of how knowledge sharing through social media with the help of family and technology impacts academic progress among Bangladeshi university students. This paper uses PLS-SEM on the survey data from 737 Bangladeshi students to test the model with the help of SmartPLS 4. Social value, communication and collaboration, trust, and the perceived benefits of sharing knowledge through social media significantly enhance Bangladeshi students’ academic growth. In the case of mediation, family and technological support mediate the relationship between communication and collaboration, trust, perceived benefits and academic development. However, there is no mediation between the social value of knowledge sharing in social media and students’ academic development. The article concludes with implications, limitations, and future research.

Social networking opened up new avenues for learning and knowledge sharing. Due to its document exchange, virtual communication, and knowledge production capabilities, social media is a helpful tool for learning and teaching. The research embraces multiple goals. First, this study examines Bangladeshi university students' social value, communication and collaboration, trust, and perceived benefits of knowledge sharing through social media in academic advancement. The second goal is to examine how families and technology support mediates those aspects of social media knowledge sharing with student academic development. We used Technology Acceptance Model and Social Exchange Theory as examples of how social media sharing of knowledge impacts academic progress in Bangladeshi university students through family and technological support. PLS-SEM was used using survey data from 737 Bangladeshi students to test the model. Social value, communication and collaboration, trust, and perceived benefits of sharing knowledge through social media significantly enhance Bangladeshi students' academic growth. In the case of mediation, family and technological support mediates the relationship between communication and collaboration, trust, perceived benefits and academic development. However, there is no mediation with the social value of knowledge sharing in social media with student’s academic development. The article concludes with implications, limitations, and future research.