STRATEGIC MANAGEMENT OF DIGITAL SKILLS DEVELOPMENT AMONG UNIVERSITY LECTURERS: EVIDENCE FROM SCOPUS AND AI‑ENABLED BIBLIOMETRICS

Resumen

This study investigates how universities can strategically enhance lecturers’ digital skills by integrating a curated Scopus database with an AI-powered Bibliometrix workflow. Analyzing publications from 2016 to 2026, the research maps 751 documents from 524 sources, showing a yearly growth rate of 6.49 percent, an average article age of 3.34 years, and 16.81 citations per document. Collaboration patterns include an average of 3.19 authors per paper and 22.24 percent international co-authorship. Science-mapping uncovers a triadic structure connecting classroom practice, organizational enablers, and system-level change. Co-word networks and thematic maps reveal a cluster focused on pedagogy and platforms centered on teaching, students, and e-learning, alongside a core capability driven by digital competence and transformation. A contextual cluster, grounded in higher education, reflects regional signals pertinent to Vietnam. Factorial analysis positions these themes along axes distinguishing institutional capabilities from classroom implementation, while highlighting bridging roles for leadership, knowledge management, and artificial intelligence. The study suggests a strategic pathway: invest in pedagogy-led upskilling where impact is greatest, institutionalize gains through leadership development and knowledge routines, and oversee progress with lightweight bibliometric dashboards that align incentives, funding, and evidence. These findings transform fragmented efforts into a coherent capability framework, offering a practical portfolio for universities aiming for sustainable, responsible, and measurable growth in lecturers’ digital competence.