The Role of Mobile Applications in Shaping Digital Transformation in Higher Education Among Generation I: A Bibliographic Study

Abstract

This study examines the current Digital Transformation (DT) knowledge in higher education, focusing on mobile app usage among Generation I. It examines publication trends, influential works, intellectual structures, keyword trends, and network visualizations to provide a foundation for future research and practice. This study used bibliometric analysis to examine articles from the Scopus database published from 2014 to 2024. Using the PRISMA method, the authors identified the articles and bibliographic information in the database and utilized VOS viewer to produce mapping and graphical presentations. This study presents how DT in higher education through mobile apps has evolved between 2014 and 2024. Studies on DT in higher education saw an 86% increase in 2020, primarily due to the COVID-19 pandemic. The top journals, influential authors, and affiliated countries are identified. The United States leads in contributions to this field with 35 publications, accounting for 19% of the total, followed by China and the UK, which account for 9% and 7%, respectively. Several key research gaps are identified based on existing literature, and suggestions are made for future studies. By examining current and influential trends, this study contributes to the knowledge of digital transformation in higher education and offers insights for institutions seeking to enhance mobile-based support services.

1. Introduction

The rapid progression of digital technologies has fundamentally changed higher education, driving higher education institutions (HEIs) to adapt their service delivery models to address evolving student needs [1]. Digital transformation (DT) in HEIs involves technological upgrades and changes in organizational structures, business models, and automated processes [2,3].

In this context, the I-Generation or Gen-Z students, who have grown up immersed in technology, have different expectations, such as instant access to information and interactive learning experiences. A significant part of the student population, the I-Generation, prefers mobile-based learning solutions and digital interactions [4,5]. Furthermore, they expect HEIs to provide a flexible, personalized, and real-time educational experience through digital platforms [2,6].

Against this backdrop of DT, a key focus area is the adoption of mobile apps in HEIs. The evolution of mobile app implementation in higher education has been characterized by an initial focus on features related to study management and navigation [7]. Beyond this, mobile apps serve various purposes, from learning tools and organizational support to marketing and student recruitment [7]. Mobile app integration in higher education brings numerous advantages across several key domains. For instance, these applications support self-paced learning, aid knowledge retention, and enable peer collaboration [8]. Mobile apps also facilitate student engagement with “chunk-sized” knowledge, enhancing comprehension of lecture material [9]. Moreover, these applications contribute to skill development by enhancing digital competency, promoting active learning, and encouraging peer interaction. Functionalities such as leaderboards and digital badges provide feedback for students, allowing them to assess their performance relative to their peers while serving as learning milestones [10]. Mobile apps also enhance educational experience by fostering better communication and collaboration among students [11]. While the benefits are evident, there remains a paucity of research on the strategic integration of mobile apps within educational ecosystems.

Even with the growing adoption of mobile apps in higher education, there is a lack of research on comprehensive mobile app integration strategies. This leaves institutions vulnerable to isolated initiatives that may not effectively meet student needs, hindering their digital transformation efforts [6]. While existing research explores mobile apps’ technical or pedagogical aspects in isolation, few studies integrate these dimensions into a cohesive framework that aligns with HEI readiness and I-Generation expectations. This underlines that many HEIs are still in the preliminary stages of digital maturity [6]. Bibliometric indicators serve as strategic intelligence for HEIs: publication trends identify when and where research activity intensifies, suggesting periods of innovation and implementation readiness; citation analysis reveals which approaches have gained scholarly validation and practical traction; and co-word networks expose thematic concentrations and underexplored areas that may represent competitive opportunities or unmet student needs.

This study aims to analyze the current state of knowledge in the DT in higher education, focusing on mobile app usage among Generation I. By examining publication trends, identifying influential works, and mapping intellectual structures, i.e., the underlying conceptual organization of knowledge within the research field, this study aims to provide a foundation for future research and practice. Hence, this study addresses the following research questions:

• RQ1: What is the publication trend in DT using mobile apps in higher education for the I-Generation?
• RQ2: What are the influential publications in DT using mobile apps in higher education for the I-Generation?
• RQ3: What is the intellectual structure of DT using mobile apps in higher education for the I-Generation?

2. Methodology

This study employs bibliometric analysis, a method that analyzes extensive scientific data to discover trends and influential publications and explores the intellectual structure of a research field [12]. Using quantitative techniques to examine bibliographic data, this method enables researchers to identify patterns, collaborations, and emerging themes [13]. The technique is well-suited for exploring the rapidly evolving field of digital transformation in higher education, as it allows for the systematic analysis of a large and diverse dataset. While offering valuable insights, bibliometric analysis has limitations, such as reliance on quantitative data and potential biases in citation databases [14].

Following PRISMA guidelines [15], this study conducted a screening using the Scopus core collection database for its extensive coverage of qualitative papers. We employed search terms such as “Digital Transformation,” “Higher Education,” “mobile apps,” “I-Generations,” and “Gen Z.” At the initial stage, we identified 328,741 studies. Our search encompasses all fields, including studies in Environmental Science, Social Science, Economics, Econometrics and Finance, Business, Management, and Accounting, as well as Medical, Engineering, Nursing, Development Studies, Medical Science and Technology, and other relevant topics. Additionally, the study screened items based on articles published in English from 2014 to 2024. Hence, after the initial screening criteria, we identified 321,750 studies. Later, we adopted inclusion criteria 1, which include only the final articles published in the journal. We have not considered conference papers, review papers, editorials, book chapters, and papers in the press. After removing articles based on the inclusion criteria, we identified 543 articles based on their paper titles. However, after reading the abstract, we excluded 355 articles that were not studies of mobile applications. Finally, 188 articles were included in the bibliometric analysis. Figure 1 presents the article selection process.

Table 1. Methodological Checklist according to PRISMA.

Steps	Approach
Eligibility Criteria	Keywords: “Digital Transformation”, “Higher Education,” “mobile apps,” “I-Generations,” and “Gen Z”.
Source	Scopus database.
Search Strategy	Inclusion Criteria: Studies in Environmental Science, Social Science, Economics, Econometrics and Finance, Business, Management and Accounting, Medical, Engineering, Nursing, Development Studies, Medical Science and Technology. Articles published from 2014 to 2024, in English. Exclusion Criteria: (i) conference papers, review papers, editorials, book chapters, and papers in the press, and (ii) studies unrelated to mobile applications in higher learning institutions or universities.
Selection Process	Two reviewers screened the search results. The title, abstract, and keywords were reviewed manually and individually. Later, the final list was combined.
Data Collection Process	Data was collected manually from the database. Two reviewers collected and screened the data separately, then combined it. For the final list, the data were analyzed using Excel and VOSviewer software version 1.6.20 to examine and present different graphics of networking patterns.
Data items	The outcome of the study was recorded in the table and graph.
Study risk of bias assessment	Three reviewers worked independently to eliminate bias and combined the study results.
Effect measure	Percentile values were utilized to generate the effect measure.
Reporting bias assessment	To avoid any bias or missing results, the combined result was reviewed by each reviewer individually.
Certainty assessment	Results are compared with earlier studies to confirm the certainty assessment.

presents the methodological checklist according to PRISMA [15].

3. Data Analysis

The present study used VOSviewer for bibliometric analysis. VOSviewer allows the use of the Scopus database as CSV or RIS. In addition, we converted the CSV file into Microsoft Excel for further mapping and analysis. Research question 1, i.e., publication trends, is analyzed through Microsoft Excel, and research questions 2 and 3, i.e., influential publications and science mapping, are performed by the VOSviewer.

4. Result

4.1. Publication and Trend Analysis

Based on the inclusion–exclusion criteria, 188 papers were extracted. Figure 2 illustrates the growth in the number of publications over the years, with a steady increase from 2015 to 2019 in the annual publication count and the cumulative total. The period from 2019 to 2022 shows increased interest in the field. However, in 2023, a notable drop to 12 studies is observed, followed by a relative increase in 2024. During this period, the highest number of publications was in 2022, totalling 43 articles, which indicates a significant increase in research interest in this field that year.

4.2. Top Contributing Sources

Table 2. Top Contributing Sources.

Paper Sources	Number of Papers	Local Citations
BMC Medical Education	10	108
JMIR mHealth and eHealth	10	301
Int Jr. of Interactive Mobile Technologies	7	41
Int. Jr. of Environmental Research and Public Health	5	28
Jr of Medical Internet Research	5	134
BMJ Open	4	15
Int Jr of Advanced Computer Science and Applications	4	23
Jr of American College Health	4	71

illustrates the top contributing sources of articles in the present review. Of all the journals, “BMC Medical Education” and “JMIR mHealth and eHealth” are significantly different, as they occupied the leading position in the number of articles, with approximately 10 publications, which would classify them as prominent or central in the studied research. The International Journal of Interactive Mobile Technologies ranks next with six articles published in the domain related to digital transformation using mobile apps in higher education. The other journals all have five or fewer publications each. The table shows that the sources that are most cited are JMIR mHealth and eHealth, followed by the Journal of Medical Internet Research.

Our inclusion criteria did not privilege health education journals; instead, we searched across all disciplines using broad terms like “higher education” and “mobile apps.” The emergence of health education journals as top contributors is an organic finding that reflects actual publication patterns in this research domain.

4.3. Institutional Analysis and Global Research Collaboration

Each institution appears only once in the dataset, meaning no institution has multiple publications listed.

4.3.1. Top 10 Countries of Production

The United States has contributed the most in this field with 35 publications (19%), as they are keen on implementing and connecting mobile apps for the diversified needs of higher learning institutions in the country (Figure 3). China trails this with 16 articles (9%). Next are the United Kingdom and Spain (7%), which have 14 articles published in the same field. Additionally, Malaysia has published 11 research articles. The reason is that research on technology adoption strengthens Malaysia’s emphasis on higher education as a global destination through mobile app usage in academics. This is due to governmental support for digital education with the help of plans such as the Malaysia Education Blueprint and a concentration on e-learning and using the web and mobile applications in education. These characteristics include strengthened research intensity, integrated technology in learning, an international outlook, and global engagement. Mobile apps may be implemented in the context of the broader digital project in universities. Notable universities and institutions with international access and stable funding for education technology research. Moderate contributors are Australia, Saudi Arabia, Germany, Canada, and the Netherlands, which have adopted mobile apps into their higher education systems.

4.3.2. Sustainable Development Goals (SDGs) Analysis

The data highlights the number of published articles on DT in Higher Education using mobile applications, particularly for I-Generations (digital-native students), mapped to various United Nations Sustainable Development Goals (SDGs). Figure 4 presents the distribution of the articles according to SDGs. Most research (110 articles) aligns with SDG 4: Quality Education, emphasizing how mobile apps enhance learning, accessibility, and personalized education. A significant portion (57 articles) relates to SDG 3: Good Health and Well-being, exploring the role of mobile technology in supporting student well-being and mental health. A few articles focus on SDG 8: Decent Work and Economic Growth (1 article) and SDG 9: Industry, Innovation, and Infrastructure (2 articles), examining how digital tools contribute to career readiness and institutional innovation. Limited research addresses SDG 5: Gender Equality (1 article) and SDG 1: No Poverty (1 article), indicating that digital inclusivity and education affordability remain underexplored. Additionally, 16 articles are uncategorized, suggesting broader discussions beyond specific SDG classifications. Overall, this data underscores the impact of mobile applications in transforming higher education, with a strong focus on learning enhancement and student well-being while highlighting the need for further research on gender equality, economic growth, and poverty reduction in the digital education landscape.

4.3.3. Top Contributors

Eight hundred ninety-six authors have contributed their research in DT related to mobile applications in higher education. Figure 5 shows that Klimova B. is the leading author in this field, having published three papers. In comparison, other authors such as Jacobs K. [16], Brogly C. [17], Bloom T. T. [18], Nalwanga R. [19], and Nuwamanya E. [20] each have two published articles. The remaining authors have each produced one article.

4.3.4. Citation Analysis

This technique maps the intellectual connections between publications in the same field [12]. The number of citations reveals the impact of that publication.

Table 3. The top 10 influential papers.

Author (Year)	Local Citations a	Global Citations b
Klimova (2019) [21]	109	312
Wai (2018) [22]	101	190
Briz-Ponce (2015) [23]	93	213
Briz-Ponce (2016) [24]	89	187
Yip (2021) [25]	68	87
Choi (2016) [26]	62	119
Marques (2021) [27]	61	103
Pal (2022) [28]	60	115
Chang (2021) [29]	61	115
Mccloud (2020) [30]	58	90

^a Local Citations: Total citations in the Scopus database. ^b Global Citations: Total citations globally based on Google Scholar.

presents the most influential publications in the present research field. Klimova’s [21] (2019) study has the highest number of citations both locally and globally in the field. This study emphasizes that personalized smartphone application learning improves university students’ performance in English vocabulary and phrases when tailored to their needs and facilitated by teachers.

The following influential paper by Wai [22] provides an overview of mobile application usage in higher education in Southeast Asia. This study reveals that undergraduate students frequently use apps to communicate, collaborate, access academic resources, and check a dictionary. It also shows that perceived usefulness has a more substantial positive impact on students’ attitudes towards adopting mobile apps for educational purposes than perceived ease of use. Another influential paper by Briz-Ponce [23] justified the importance of introducing mobile applications in medical education. The study by Marques et al. [27] is distinct literature, as the authors tried to reveal the impact of COVID-19 on the students’ mental health and their attitude towards mental health applications. The study found that while students faced various mental health issues, about 91% had not utilized any mobile applications for mental health support.

4.3.5. Co-Citation Analysis

Figure 6 illustrates the co-citation analysis of authors cited at least five times. Out of 4503 authors, only 17 meet this citation threshold. This indicates that while the literature is broad, intellectual influence is concentrated among a small group. Figure 6 maps these 17 authors based on the strength of their connections to one another. Papadakis is mentioned significantly in the co-citation map based on cited authors. He has several articles in the field of educational applications for young children. Papadakis stands out as a central figure, reflecting his substantial influence in educational technology for young learners. The co-citation clusters suggest thematic cohesion among authors, pointing to well-established research fronts. This mapping highlights dominant contributors and offers underexplored or emerging perspectives.

4.3.6. Co-Word Analysis

Co-word analysis involves collecting co-occurring keywords from a compilation of articles within a specific field [31]. The co-occurrence of keywords emphasizes the research themes in studies and investigates the relationships and trends of related sub-fields [32]. Figure 7 presents the network visualization of authors’ keywords based on total link strength, showing the links’ intensity between the items. Based on the author’s keywords, there are five clusters of 23 items. Mobile learning exhibits the highest total link strength in terms of index and author keywords, and it chains the studies on different digital learning sectors.

It connects various studies, including e-learning, online learning, higher education, and medical education. The highest keyword mentioned by authors is mobile learning, which connects with digital transformation, education, smartphones, and online learning. Other prominent keywords are higher education, smartphones, university students and medical education.

Table 4. The most popular authors’ keywords.

Keyword	Frequency	Keyword	Frequency
Mobile applications	64	Mobile phone	10
Mobile learning	33	University Students	9
Higher Education	18	Medical Education	8
Apps	17	College students	8
Smartphone	16	Mobile learning	7

displays the frequency of keywords used by the authors.

In Figure 8, when we analyzed the co-word analysis based on the index keywords, we observed that several studies on mobile applications in higher education are connected to medical or nursing education, emphasizing the gap in studies in other fields like business, engineering, arts and design, etc. The networking visualization between the index keywords also presents the kind of study, such as pilot or randomized controlled trials, in mobile applications.

In our study, the prominence of Papadakis in the co-citation map (Figure 6) aligns with the dominance of keywords such as “mobile learning” and “educational apps” in the co-word network (Figure 7), suggesting that author influence has contributed to the conceptual vocabulary of the field. Furthermore, thematic clusters in the co-word map (e.g., medical education, college students) correspond to co-citation clusters of authors working in mobile health and educational interventions. We also note that emerging keywords like “digital transformation” and “randomized controlled” may represent nascent themes that have yet to form strong citation-based author clusters, indicating potential areas for future research.

4.3.7. Co-Authorship Analysis

Table 5. Co-authorship analysis.

Geographical Regions	Number of Papers	Citations	Total Link Strength
USA	35	659	8
China	16	204	5
UK	14	199	5
Spain	14	229	3
Malaysia	11	269	1
Saudi Arabia	9	152	5
Germany	8	150	2
Australia	8	144	2
Taiwan	7	110	1
Portugal	6	100	2

presents the top 10 countries based on the total number of articles analyzed for co-authorship. The results reveal that the USA, China, the UK, Spain, and Malaysia are prominent in co-authorship. Figure 9 presents the network visualization of co-authorship by country based on the link strength. The largest cluster includes five countries, i.e., the USA, China, the Russian Federation, Republic of Korea, and India. The next prominent cluster includes the UK, Iran, and Australia. This mapping presents a gap in studies from different developed and developing countries and their collaboration.

4.3.8. Grouping of Research Issues and Analysis of Trends

In the present review of 188 studies, we have observed several areas of focus of the studies. Among them, the top studied areas are educational applications, medical applications, social or dating applications, fitness and well-being, medical and health education, language learning, and mental health/mindful applications.

Figure 10 presents the number of studies in each field. With 48 studies, research in educational applications dominates and consistently focuses on improving the learning experience using mobile apps. Other significant areas include medical applications (23 studies) and social or dating apps. In addition, emerging themes include fitness and well-being apps, apps on medical and health education designed to help medical or nursing students, and language learning apps.

Library and learning resources and digitalization receive less attention, while studies relating to work management and augmented reality in education remain niche topics. The focus of the core research areas in the reviewed literature strongly emphasizes apps that enhance learning and mental and physical health, with a limited emphasis on emerging technologies.

5. Discussion

5.1. RQ1: What Is the Publication Trend in Digital Transformation Using Mobile Apps in Higher Education for the I-Generation?

The results show that the publication trend regarding digital transformation using mobile apps in higher education for the I-Generation has increased from 2015 to 2024. The results also show a significant increase in publications regarding this topic in 2020, with 28 publications compared to 15 in 2019, representing an 86% increase. The increase in publications regarding this topic can be attributed to the COVID-19 pandemic, which has led to a shift toward online education delivery for students in higher education institutions. This also aligns with the peak of publications regarding this topic in 2022, at 43 publications, and its steep decrease in 2023, at only 12 publications, as physical classes had resumed in higher learning institutions due to the waning of the pandemic and dissolution of lockdowns. However, it had increased in 2024 with 20 publications. The 86% publication surge in 2020 signifies more than a pandemic response—it represents a critical inflection point where mobile apps transitioned from peripheral tools to core educational infrastructure, suggesting HEIs should treat mobile platforms as essential rather than supplementary components of their digital ecosystems.

Through this analysis, RQ1 has been answered, as it can be assumed that although the publication trend regarding this topic is still increasing cumulatively, its interest has waned compared to the period during the COVID-19 pandemic and lockdown era. However, it could also be seen that interest in this topic has been reignited in 2024, which means that there are still gaps and areas that need to be addressed in this topic due to its significance to SDG 4: “Quality Education” as it allows for the enhancement of learning in HEIs. Furthermore, the introduction of beneficial technologies such as augmented reality (AR) integrated into the mobile application, which enhances the student’s learning experience in HEIs through better classroom interaction, also contributes to the reignition of interest in this topic [33]. Besides that, we also searched about the intellectual property (IP) related to this topic through “lens.org” with the search string ((“mobile applications” or “mobile apps”) AND (“Gen Z” or “GEN I”) AND (“higher education institutions” or “university”)). Our search found that there are currently no IPs in this topic in the greater Asian region, with only 18 registered in the United States, five registered in Europe, and five in the World Intellectual Property Organization (WIPO). This shows that significant enhancements are still to be discovered about this topic, which can contribute to its knowledge base in both theoretical and practical aspects.

5.2. RQ2: What Are the Influential Publications in Digital Transformation Using Mobile Apps in Higher Education for the I-Generation?

The results show that the most influential publication on digital transformation using mobile apps in higher education for the I-Generation is the paper published by Klimova in 2019, with 109 local citations and 312 global citations, which is higher than all the other top publications discussing this topic. This could be because the paper was published in 2019, just before the immense increase in interest in the topic due to the COVID-19 pandemic in 2020. However, it could also be seen that this publication is not among the top co-citation publications, which means that though it has high citations, it does not correlate with other publications about digital transformation using mobile apps in higher education for the I-Generation.

However, the top influential publications on this topic are mostly over three years old, with only one published in 2022 by Pal et al. [28]. This indicates that, although interest in this topic has somewhat waned in recent years compared to the COVID-19 pandemic, studies on this topic have yet to reach saturation. The predominance of pre-2022 influential works indicates that current mobile app implementations may be based on pre-pandemic understandings, suggesting HEIs should critically evaluate whether their strategies reflect post-pandemic learning environments and I-Generation expectations.

This aligns with the publication trend about digital transformation using mobile apps in HEIs for the I-Generation, which shows that there are still gaps in this study that need to be discovered to enhance students’ learning in higher education. Through this analysis, RQ2 was addressed, with the most influential publication being the 2019 article by Klimova. However, it can also be inferred that interest in this topic has reignited in recent years due to the introduction of mobile application integrations with newer technologies.

5.3. RQ3: What Is the Intellectual Structure of Digital Transformation Using Mobile Apps in Higher Education for the I-Generation?

The results show a discrepancy between the keywords of the publication that discusses digital transformation using mobile apps in higher education for the I-Generation. The discrepancy arises from the fact that the frequency and link strength of the keywords may not be aligned. The keyword with the highest frequency is “mobile applications”; however, “mobile learning” is the keyword with the highest total link strength.

This implies that, although “mobile applications” is the most frequently used keyword in publications related to digital transformation and mobile apps in higher education for the I-Generation, the most significant keyword is “mobile learning” for studies on this topic. Furthermore, it was also presented that there could be maturity about digital transformation using mobile apps in higher education for the I-Generation in the field of medical or nursing education, which aligns with the top contributing sources concerning this topic, with the top two journals being related to this field, which are “BMC Medical Education” and “JMIR mHealth and eHealth”. This also aligns with the issues discussed, as most publications discuss educational and mobile applications. However, this is not so for other fields, such as business and engineering, where no top contributing sources exist. Furthermore, it was also presented that only three publications had discussed work management applications. Additionally, it can be observed that the USA leads in the number of publications and its total link strength, indicating strong collaboration with researchers in other countries on digital transformation using mobile apps in higher education for the I-Generation. China, UK and Spain then follow this in the number of publications.

The concentration of publications in health education journals (Section 4.2) merits deeper consideration, as it reveals more than disciplinary preference—it exposes structural differences in how disciplines approach technology adoption and research dissemination. Unlike health sciences, which have dedicated journals for educational technology (JMIR mHealth and eHealth) and established methodologies for intervention studies, disciplines like business, engineering, and humanities lack comparable specialized venues, potentially suppressing publication despite active implementation.

However, Saudi Arabia has fewer publications than Spain, which has a similar link strength to China and the UK, indicating that it has stronger collaboration with other countries on this topic than Spain. Furthermore, although Malaysia has one of the highest publication rates, its link strength is limited to one, resulting in insufficient collaboration with other countries on the topic.

Besides that, the results have also shown that discussions about this topic have not considered several significant factors related to SDG 4: “Quality Education”. Firstly, most studies have not considered that students with disabilities often face difficulties interacting with mobile applications [34]. This affects target 4.5: “By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations” [35]. This is because, without considering how to make mobile applications more accessible for students with disabilities, achieving equal access to education will be challenging, as higher educational institutions are increasingly integrating mobile applications into their learning activities. It is challenging to increase the proportion of young people with relevant technical skills, as using mobile applications is now considered essential [34].

Furthermore, there is also a lack of discussion about students’ data privacy and how the incorporation of AI and analytics for learning applications is affecting this. This is because the education sector is one of the most heavily impacted sectors by AI usage, with widespread adoption by students and educators [36]. Due to this, concerns about the ethical use of AI and analytics in learning applications are becoming a concern, particularly in relation to students’ and educators’ data privacy [36]. This affects target 4.7 “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and culture’s contribution to sustainable development” [35]. This is because students’ data privacy is considered a human right. Without guidelines on the ethical use of AI and analytics for learning applications, it cannot be adequately protected.

Additionally, most articles did not extensively discuss mobile applications that support students with academic stress, burnout, or time management challenges, with only 11 articles addressing mental health and mindful apps. Mental and mindful applications have been found to reduce stress in students to varying degrees [37]. A lack of discussion about these mental health and mindful apps can affect SDG target 4.7. Sustainable development cannot be achieved without a healthy and mindful mind.

5.4. Mobile Apps in Context: Comparing with Broader Educational Technology Research

To fully understand mobile apps’ role in higher education digital transformation, we must contextualize our findings within the broader educational technology landscape, examining how mobile app adoption patterns, research foci, and implementation challenges compare with studies of other digital tools such as learning management systems, video conferencing platforms, and general educational software.

Like research on general educational technology tools, our bibliometric analysis reveals a concentration of collaboration among developed nations (the USA, the UK, and China) and an underrepresentation of developing regions, indicating that mobile app research suffers from the same geographic imbalances that characterize broader EdTech scholarship, potentially limiting generalizability to diverse institutional contexts.

Unlike research on institutional technologies (LMS, student information systems), which emphasizes administrative efficiency and institutional outcomes, mobile app research disproportionately focuses on individual student experiences, learning outcomes, and behavioral interventions, reflecting mobile technology’s personal, always-accessible nature that enables intimate, individualized educational interactions impossible with shared or stationary technologies.

6. Conclusions

To conclude, this study aimed to analyze the current state of knowledge in the field of digital transformation in higher education, with a focus on mobile app usage. The goal of this study was achieved. Firstly, this study presents the publication trend regarding digital transformation using mobile apps in higher education for the I-Generation. The results show that the publication’s cumulative increase is still occurring, but it is waning. Secondly, this research presents influential publications related to this topic, which show that though there are publications with high citations, they do not correlate with high co-citation. Additionally, the influential publication results align with the current publication trend, suggesting that interest in this topic has been reignited in recent years due to the integration of technologies such as AR with mobile applications. Although studies on this topic are considered mature in medicine and nursing, this is not the case in other fields. Thirdly, this study shows the intellectual structure of digital transformation using mobile apps in higher education for the I-Generation. This reveals discrepancies in the keywords used in publications and research collaborations between countries. Furthermore, it was discovered that countries such as Malaysia, with many publications but low link strength, would need to collaborate more with other countries to be relevant in the education sector.

The present study contributes to the literature on digital transformation in higher education by analyzing publication trends, influential publications, and the intellectual structure of digital transformation using mobile apps in higher education for the I-Generation. The findings reveal the evolution of DT priorities and emerging research directions, which can guide HEIs in anticipating technological shifts and allocating resources to high-impact areas.

Moreover, by highlighting the potential of mobile apps to improve student experiences and institutional efficiency, this study serves as a guide for HEIs looking to maintain their competitive edge in an increasingly challenging educational landscape. As the I-Generation continues to shape the future of higher education, institutions that are slow to proactively adapt risk falling behind in meeting the needs of this technology-savvy generation.

This study operates within a knowledge-to-practice framework where bibliometric analysis serves as the bridge between scholarly knowledge and institutional strategy. The framework comprises three interconnected levels: (1) knowledge production (measured through publication trends and growth patterns), (2) knowledge validation (assessed through citation analysis and influential publications), and (3) knowledge structure (revealed through co-citation and co-word analysis). These levels collectively inform HEI decision-makers about what technologies to adopt, when to implement them, and how to align initiatives with validated practices.

According to the study findings, it is observed that HEIs should prioritize mobile app investments in areas that demonstrate sustained publication growth (e.g., educational apps, mental health tools), as these indicate stable demand and ongoing innovation. Meanwhile, they should exercise caution in areas with declining interest, where technology may be reaching maturity or obsolescence. The dominance of “mobile learning” over “mobile applications” in keyword networks indicates that HEIs should frame their strategies around pedagogical transformation rather than technology deployment—integrating apps into curriculum design processes rather than treating them as add-on tools. Moreover, countries with high publication counts but low link strength (like Malaysia) present partnership opportunities where HEIs can contribute global perspectives while gaining access to localized implementation insights, creating mutually beneficial collaborations.

However, we must acknowledge that this study only examined the bibliographic view of digital transformation using mobile apps in higher education for the I-Generation, as published in the Scopus database. As such, future research could also examine other types of literature reviews and empirical studies, particularly in other databases such as WOS or JCR-indexed sources. Furthermore, future studies may also explore how mobile applications have been integrated with recent technologies such as AR, which enhances the student learning experience in HEIs. Additionally, future studies may also investigate the development of mental health applications for students. Another area of interest for future studies could be how mobile applications that consider the needs of people with disabilities can also be explored to assist in achieving SDG 4: “Quality Education”. We hope that the results and presentation of this study will help researchers interested in digital transformation using mobile apps in higher education for the I-Generation understand the current landscape in this topic, including its current discrepancies and existing gaps.