키워드 네트워크 분석을 활용한 중국 유아교사의 디지털 리터러시 연구동향 분석 = A keyword network analysis of research trends on Chinese early childhood teachers’ digital literacy

다국어 초록 (Multilingual Abstract)

This study examined the research trends on the digital literacy of Chinese early childhood teachers using keyword network analysis, analyzing the substructures of the main research themes. A total of 171 academic journal articles published between January 2004 and February 2025 were selected for analysis. Frequency analysis was conducted using SPSS 29.0, centrality analysis was performed with UCINET 6, and network visualization and community analysis were carried out using Gephi 0.10.1.
The results showed that the most frequently used keywords were “digital literacy,” “early childhood teacher,” “early childhood education,” and “information technology.” In the centrality analysis, “digital literacy” and “early childhood teacher” showed high shared values. “Early childhood education” had high values in betweenness and degree centrality, whereas “information technology” showed a relatively high value in closeness centrality. Community analysis identified four major sub-groups. This study provides foundational data for establishing systematic teacher education policies, developing digital training programs, and conducting future comparative studies between China and South Korea to enhance the digital literacy competencies of early childhood teachers in China.