Rise of Wisdom Pedagogy Research in Higher Education (1980–2022): A Systematic Literature Review

: This paper explores: How has wisdom pedagogy research emerged in higher education during 1980–2022? This study is the first to explore the emergence of wisdom pedagogy research in higher education applying Bipartite network analysis for detecting clusters of 24 wisdom pedagogy articles of 53 authors and 161 keywords. Results are visualized with WoS analytics, word-clouds, and with Bipartite network. Wisdom research in higher education is two decades late compared with other disciplines. In higher education n = 524 wisdom, n = 33 wisdom pedagogy publications were detected in the Web of Science Core Collection database. This paper analyzed n = 24 wisdom pedagogy articles published during the 1980–2022 period. There were only two articles found dealing directly with wisdom pedagogy. Therefore, this study has several further research implications for educational researchers. Firstly, they need to conduct a more comprehensive search for wisdom pedagogy models by extending the scope of this study to other databases, books, book chapters, and to conference papers. Secondly, they need to synthesize and theorize their findings by building a wisdom pedagogy model. Thirdly, researchers need to develop detailed guidelines for educational practitioners on how to apply wisdom pedagogy in practice. This study is only at the beginning of this journey. However, it would be important for educating students with wisdom pedagogy in higher education because it would facilitate students’ thinking, judgements, and actions based on their moral and ethical values in a highly interconnected and complex world.


Introduction
We live in an unstable world that is full of crises.According to The Global Risks Report 2024 of the World Economic, the top five risks the world faces over a 2-year period are: (1) misinformation and disinformation; (2) extreme weather events; (3) societal polarization; (4) cyber insecurity; and (5) interstate armed conflict.However, in the long-run, over a 10-year period the top five risks are: (1) extreme weather events; (2) critical change to Earth systems; (3) biodiversity loss and ecosystem collapse; (4) natural resources shortages; and (5) misinformation and disinformation [1] (p. 8).This clearly shows a shift towards environmental crises in the long run.Environmental crises will become the main challenge for humanity to survive.
In our uncertain and complex world, the demand for wise people who are capable to address global challenges is increasing.Higher education and universities are in a decisive role in preventing and in solving the problems of the future by educating students with wisdom pedagogy that fosters their capabilities of thinking, making decisions, and acting wisely in this highly interconnected and complex world.Next, the role and responsibility of higher education and universities in times of crises that is highlighted by many authors [2][3][4][5][6][7][8][9][10][11][12], will be discussed.
Since the early 2000s, wisdom in higher education has started to receive more attention.However, there are still only "Few modern scholars focus their research efforts on understanding how an individual human comes to apprehend something like wisdom and examining how it can be taught, seeking a solution to the question of whether it is possible to teach the development of wisdom (pedagogy), what might be its constituent parts (curriculum), and if yes, then how to develop wisdom in the current era" [2] (pp.9-10).
The role of higher education in solving global problems with supporting learners to develop their personal authenticity and strengthen their responsibility for others and for their environment is explored by Jakubik [3].She argues that it is possible to become both authentic and responsible person and higher education curriculum and pedagogy play a decisive role in it.As future research area she encourages educational researchers to explore wisdom pedagogy "where knowledge-inquiry and wisdom-inquiry can be in harmony and support each other, to study 'high-risk' pedagogical options such as 'disciplinary wonder' (knowledge field as uncertain and open to change) and 'human beings as such, (open ontologies for an unknown world), develop 'wisdom pedagogy', i.e., a pedagogy that educates people to be happy, to flourish and be able to solve the wicked problems of the world, to move to a better world" [3] (p. 294).
In times of crisis, we need wisdom more than ever before.The need for wisdom and the role of higher education in times of crises such as the world-wide COVID-19 crisis become pivotal.Karami and Parra-Martinez argue that in times of crises we need wisdom because "Wisdom is a situational construct that involves the adequate use of knowledge, intelligence and creativity, self-regulation, openness and tolerance, altruism and moral maturity, and sound judgment to solve critical problems.Wise thinking is in turn translated into wise action to face personal and social challenges" [4] (p. 42).According to them, COVID-19 "is a crucial moment in history.Wise people combine knowledge, self-regulation, creative thinking, sound judgment, openness and tolerance, and moral maturity and altruism into dynamic balance and translate it into the best practice and best solution needed in a given context" [4] (p. 49).Ling [5] focuses on the role of universities and argues that "to take the lead in times of crisis, universities are required to bring to bear theoretical understandings, practical experience, critical thinking, risk taking, creativity and intellect and to take action that publicly demonstrates and exemplifies these characteristics.The key then is to have the wisdom to know how to use that knowledge for good rather than ill" [5] (p.363).
The role of the universities in world crisis is vastly discussed by the educational philosopher Maxwell [10].He is a persistent advocate of vital changes in higher education and universities [6].Since the 1970s, Maxwell has demanded revolutionary changes in higher education and universities [7].He is convinced that universities have betrayed reason and humanity [11].He urges for more wisdom in higher education; for replacing knowledge-inquiry with wisdom-inquiry; and for creating a wiser world by moving towards the 'Wisdom University' [6].He strongly believes that having knowledge is not enough.The aim should be using that knowledge wisely for the benefit of all [7,10].He urges universities to revolutionize themselves and move towards the 'University of Wisdom' with the aim "to help humanity make progress towards as good a world as feasible" [6] (p. 123).He believes that human intellectual and welfare can be promoted by wisdominquiry [6] (pp.133-135).He warns us and he concludes that "Research in universities has been devoted, primarily, to acquiring knowledge and technological know-how.But knowledge and technological know-how increase our power to act which, without wisdom, can lead to as much harm as benefit" [6] (p. 137).According to Maxwell, there is an urgent need for academic revolution [7] because the world is in crisis [10].He is very critical towards the current universities, and he claims that "Humanity is in deep trouble, in part because our institutions of learning, our universities, have long been seriously defective intellectually, and thus dysfunctional" [11] (p. 10).He concludes that "we urgently need to create a high-profile campaign devoted to transforming universities in the way required so that humanity may learn how to make social progress toward a better, wiser, more civilized, enlightened world" [11] (p. 1).Indeed, we live in a highly interconnected and complex world where data, information, and knowledge are abundant.Therefore, the main question is how we apply that knowledge for the betterment of society, for creating a better world.Russell already in the fifties argued that "the world needs wisdom as it has never needed it before, and if knowledge continues to increase, the world will need wisdom in the future even more than it does now" [12] (p.177).He strongly believed that wisdom can be taught, and teaching wisdom should be one of the aims of education.
Therefore, this paper asks How has wisdom pedagogy research emerged in higher education during 1980-2022?The aim is first, to explore the emergence of wisdom pedagogy articles in higher education during 1980-2022, and then, to analyze the located wisdom pedagogy articles in depth.
This paper analyzed n = 24 wisdom pedagogy articles published during the 1980-2022 period.There were only two articles found dealing directly with wisdom pedagogy.The main conclusion is that wisdom research in higher education spent 20 years in its 'No publications' phase  compared with wisdom research in other disciplines (i.e., psychology, management, leadership, human resources).It started to emerge and grow exponentially in higher education and currently (2018-2022) it is in 'Intensive growth' phase.
This paper has four sections.Introduction presented the needs for exploring wisdom research in higher education, the main research question, and the aim of the research.The Method section focuses on the research design, approach, database and sample selection criteria, data collection and analysis methods.The Results and Discussion section presents the findings, their interpretations, and their possible implications.The Conclusion section assesses the research limitations and outlines further research areas.

Method
The Introduction section presented arguments of many scholars that wisdom pedagogy has been a long-time ignored topic in higher educational research.The scholars argued that there is a clear need for a better understanding of how the development of wisdom can be fostered in higher education.Based on these arguments we formulated our proposition as 'Wisdom pedagogy research has been neglected in higher education'.To prove or reject this proposition, this study explored how wisdom and wisdom pedagogy have been researched in higher educational literature.The research question was: How has wisdom pedagogy research emerged in higher education during 1980-2022?
For these purposes first, publications will be located, identified, screened, selected from the World of Science (WoS) Core Collection database.A systematic literature review (SLR) supported by quantitative and qualitative data analyses and synthesis methods will be applied.For visualizing the results WoS analytics, word-clouds, and Bipartite network will be used.
In general, there are two types of literature review methods such as SLR and non-SLR.To answer the research question and validate the research proposition, this study selected SLR.Systematic reviews carried out in an organized way using a pre-planned strategy and steps to guide data collection, data analysis, synthesis and interpretations of findings, and reporting the results.This method is transparent, and it allows replication of the research process.Furthermore, SLR will give us a better understanding of the trends and current situation of wisdom and wisdom pedagogy research.

Research Design
Figure 1 shows the planning, implementing, and reflecting phases of the research process.Each phase requires specific research skills.Figure 1 also indicates the outcomes and activities.
Trends High.Educ.2024, 3, FOR PEER REVIEW 4 findings, and reporting the results.This method is transparent, and it allows replication of the research process.Furthermore, SLR will give us a better understanding of the trends and current situation of wisdom and wisdom pedagogy research.

Research Design
Figure 1 shows the planning, implementing, and reflecting phases of the research process.Each phase requires specific research skills.Figure 1 also indicates the outcomes and activities.

Research Philosophy and Approach
This study followed a mixture of positivist and interpretivist research philosophies.Wisdom and wisdom pedagogy are socially constructed resarch phenomena.However, the publications are real, they published in scientific databases.How knowledge, data was acquired in this study also has a dualistic character.On the one hand, data were acquired through scientific methods (WoS analysis, CSS methods, Bipartite network analysis) from an existing scientific database (WoS), and they quantitatively screened and analysed.On the other hand, data were also analyzed and interpretated with qualitative SLR with the involvement of the researcher (i.e., value-based interpretations).The research approach to data analyses was an exploratory deductive approach.

Research Philosophy and Approach
This study followed a mixture of positivist and interpretivist research philosophies.Wisdom and wisdom pedagogy are socially constructed resarch phenomena.However, the publications are real, they published in scientific databases.How knowledge, data was acquired in this study also has a dualistic character.On the one hand, data were acquired through scientific methods (WoS analysis, CSS methods, Bipartite network analysis) from an existing scientific database (WoS), and they quantitatively screened and analysed.On the other hand, data were also analyzed and interpretated with qualitative SLR with the involvement of the researcher (i.e., value-based interpretations).The research approach to data analyses was an exploratory deductive approach.

Criteria of Database Selection and Data Screening
When deciding on database, first the following selection criteria were considered: (1) free access; (2) focus on multidisciplinary disciplines; and (3) number of available fulltexts publications.Free-access, multidisciplinary, and large databases related to social sciences, higher education publications are for example CORE (207 million), Crossref (11 million), and Google Scholar (390 million).Web of Science (WoS) was also considered.Though, it is accessible only through subscription, this database is probably the oldest database, it has over 170 million full-texts available in multidisciplinary fields.Furthermore, WoS is the most frequently applied database for academic research.For this research the library subscription for WoS allowed us to select this database.
Sample selection criteria were based on predefined inclusion and exclusion criteria.Publications and articles included when they were related to higher education, published in the predefined period (1980-2022), published in scientific, peer-reviewed journals in English.Papers not published in the selected time period, conference papers, editorial materials, review papers, and book chapters were excluded.

Methods of Data Collection and Analysis
This was a mixed-method research.Data were collected and analyzed with both quantitative, i.e., WoS analysis, word clouds, Bipartite network, and qualitative i.e., SLR methods.Data collection and screening process was accomplished in WoS Core Collection database for higher education publications.The slection was based on predefined inclusion and exclusion criteria.There were three main steps in the data collection process: (1) locating and identifying data; (2) screening based on predefined criteria; and (3) eligibility and inclusion for further analyses and synthesis.
Data analyses were conducted with Computational Social Sciences (CSS) methods.According to Nelimarkka [37] (2023), there is a paradigm shift, i.e., new ways of doing research in social sciences, that is called CSS.He defines CSS as "a new research field.It emerges as a mixture of programming skills, social science imagination, and technological imagination" [37] (p.5).According to him, CSS provides opportunities for increasing the size of samples, speeding up data analyses, exploring things that were not possible before, utilizing new opportunities in exploratory analyses of data, and accessing to digital data sources (e.g., WoS database).
This study applied SLR method for data analysis and synthesis because it fits for exploring the status of wisdom research in HE publications.Lame [38] refers to the eight steps in SLR defined by Egger et al. [39] (2008) as ( 1) formulating the research question; (2) defining inclusion and exclusion criteria; (3) locating, identifying studies in scientific databases; (4) selecting studies; (5) assessing the quality of the study; (6) extracting data; (7) analyzing and presenting the results; and (8) interpreting the results.When this research was designed (Figure 1), these steps were systematically followed by adding the steps of critical reflection and communicating.
Though a SLR is a powerful method to shape the future of a scientific field, Alexander [40] argues that it has also its challenges in educational research.She categorizes these challenges into four areas according to the steps in systematic review as (1) framing challenges; (2) procedural challenges; (3) consolidating and summarizing challenges; and (4) interpreting and communicating challenges [40] (pp.[7][8].This study has benefitted from her advice on how these challenges could be overcome during the review process.Concurring with Alexander, reviews are capable to influence the future of a specific field of science (in our case it is educational sciences) by directing attention of researchers towards emerging themes (in this paper, these are wisdom research, wisdom pedagogy).However, the reviews need be "undertaken systematically to address a question of critical importance to education, and when they are conducted rigorously, reported in a transparent manner, and communicated in an illuminating but justified way" [40] (p.22).
This paper addressed an important, critical, and a contemporary problem in higher education, i.e., why wisdom research and wisdom pedagogy have been long-time ignored research topics in higher education.The need for more wisdom research in higher education was theoretically positioned and argued with existing knowledge in the Introduction.This study was conducted with careful research design (Figure 1), with systematic process of data collection for a specific period (1980-2022), with thoughtfully predefined inclusion and exclusion criteria, and the research was systematically executed.The analysis and synthesis applied SLR combined with other analysis methods to achieve objectivity.The results and findings were presented (WoS analysis, word-clouds, Bipartite network), discussed, and interpreted carefully with reflecting on the quality of the research, its limitations, and further steps in research.The findings helped to answer the research question: How has wisdom pedagogy research emerged in higher education during 1980-2022?

Results and Discussion
The aim of this paper was first, to explore the emergence of wisdom pedagogy articles in higher education during 1980-2022, and then, to analyze the located wisdom pedagogy articles in depth.

Data Collection and Screening
Figure 2 was created based on the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analysis) principles [41].The main steps were locating and identifying data in the selected database, screening data (inclusion and exclusion) based on predefined criteria, eligibility and inclusion for further analysis.
Figure 2 presents the systematic data collection and screening process in higher education.The total number of publications in higher education identified in WoS were: 420,778.After delimiting the search for time 1980-2022 (n = 409,551), 524 wisdom, 33 wisdom pedagogy publications were found.After excluding proceeding papers (n = 9), 24 wisdom pedagogy articles left for inclusion to further qualitative analysis.

Systematic Literature Review
The general objective of this study was to explore the emergence of wisdom pedagogy research in higher education publications.The specific purpose was to explore the evolution of wisdom pedagogy articles in depth.

Evolution of Wisdom and Wisdom Pedagogy Publications in Higher Education
Figure 5 shows the evolution of wisdom publications during 1980-2022.WoS analysis of 524 wisdom related publications in higher education for the 1980-2022 period resulted the following top categories: 35.5% education educational research; 6.3% social sciences interdisciplinary; 5.7% management; 5% religion; 4.2% computer science information systems; 4.2% economics; 4% education scientific disciplines.The rest of the categories were below 3% or below.

Systematic Literature Review
The general objective of this study was to explore the emergence of wisdom pedagogy research in higher education publications.The specific purpose was to explore the evolution of wisdom pedagogy articles in depth.

Evolution of Wisdom and Wisdom Pedagogy Publications in Higher Education
Figure 5 shows the evolution of wisdom publications during 1980-2022.WoS analysis of 524 wisdom related publications in higher education for the 1980-2022 period resulted the following top categories: 35.5% education educational research; 6.3% social sciences interdisciplinary; 5.7% management; 5% religion; 4.2% computer science information systems; 4.2% economics; 4% education scientific disciplines.The rest of the categories were below 3% or below.
Figure 5 shows the evolution of wisdom publications during 1980-2022.WoS analysis of 524 wisdom related publications in higher education for the 1980-2022 period resulted the following top categories: 35.5% education educational research; 6.3% social sciences interdisciplinary; 5.7% management; 5% religion; 4.2% computer science information systems; 4.2% economics; 4% education scientific disciplines.The rest of the categories were below 3% or below.After searching in the WoS Core Collection database for wisdom pedagogy, we found 33 publications.The evolution in time of the publications is presented in Figure 6.Result After searching in the WoS Core Collection database for wisdom pedagogy, we found 33 publications.The evolution in time of the publications is presented in Figure 6.Result of WoS analysis of 33 wisdom pedagogy related articles in education for the 1980-2022 period showed the following top categories: 51.5% education educational research; 9% management; 9% religion; 6% environmental sciences; 6% green sustainable science technology; 6% social sciences interdisciplinary.The rest of the categories were 3%.

Evolution of Wisdom Pedagogy Articles in Higher Education
Figure 7 shows an exponential increase in wisdom pedagogy articles in higher education.However, the number of articles is still very modest.The quantitative WoS analysis indicated the top five categories of the located 24 articles as: 42% education educational research; 12.5% management; 12.5% religion; 8% environmental sciences; and 8% green sustainable science technology.Comparing the results of data analyses (Figures 5 and 6), we conclude that in higher education wisdom publications started to emerge earlier (1988)(1989)(1990)(1991)(1992)(1993)(1994)(1995)(1996)(1997)(1998)(1999) than wisdom pedagogy publications (2003-2010).However, both publication types were about two decades late compared with wisdom research in other disciplines.After excluding 9 proceeding papers, 24 wisdom pedagogy articles left for SLR analysis.

Evolution of Wisdom Pedagogy Articles in Higher Education
Figure 7 shows an exponential increase in wisdom pedagogy articles in higher education.However, the number of articles is still very modest.The quantitative WoS analysis indicated the top five categories of the located 24 articles as: 42% education educational research; 12.5% management; 12.5% religion; 8% environmental sciences; and 8% green sustainable science technology.

Evolution of Wisdom Pedagogy Articles in Higher Education
Figure 7 shows an exponential increase in wisdom pedagogy articles in higher education.However, the number of articles is still very modest.The quantitative WoS analysis indicated the top five categories of the located 24 articles as: 42% education educational research; 12.5% management; 12.5% religion; 8% environmental sciences; and 8% green sustainable science technology.

Keywords and Abstracts Analysis
There were 24 wisdom pedagogy articles in higher education analyzed qualitatively with critical SLR.The SLR had the following steps: locating and identifying the articles through systematic, predefined criteria (Figure 2); collecting and analyzing 24 abstracts, 161 keyword of 24 articles written by 53 authors; color coding the themes; synthesizing the result; and providing interpretations.Table A1 in Appendix A shows wisdom pedagogy evolution periods, article publication years, 161 keywords of 24 articles written by 53 authors.Figure 8 presents the result of word-cloud analysis with minimum 2 articles.There were 11 out of 161 keywords which fit these criteria, all other keywords were mentioned only one time.

Keywords and Abstracts Analysis
There were 24 wisdom pedagogy articles in higher education analyzed qualitatively with critical SLR.The SLR had the following steps: locating and identifying the articles through systematic, predefined criteria (Figure 2); collecting and analyzing 24 abstracts, 161 keyword of 24 articles written by 53 authors; color coding the themes; synthesizing the result; and providing interpretations.Table A1 in Appendix A shows wisdom pedagogy evolution periods, article publication years, 161 keywords of 24 articles written by 53 authors.Figure 8 presents the result of word-cloud analysis with minimum 2 articles.There were 11 out of 161 keywords which fit these criteria, all other keywords were mentioned only one time.Results, based on analyses of 161 keywords (Table A1 in Appendix A) and 24 abstracts (Table A2 in Appendix A), are the followings: Surprisingly, there were only 2 articles [2,14] mentioning the 'wisdom pedagogy' keyword.However, 'wisdom' [2,14,[42][43][44][45], 'practical wisdom', 'phronesis' [46][47][48], 'wis-

Bipartite Network Analysis
To present the relationships of authors and keywords of 24 articles, CSS method i.e., Bipartite Network analysis was applied in creating the Figure 9 with RStudio."Because this kind of network has two distinct types of nodes, it is called a bipartite network.This allows identifying which authors use similar words: they are connected OKwith the same word nodes" [37] (p.76, emphasis original).For creating the Bipartite network with RStudio, data collected in Appendix A Table A1 were used in Figure 9.

Summary
The key findings are:  Since the 1980s wisdom research gained momentum in psychology, leadership, human resource, management but there has not been enough attention paid on how wisdom can be cultivated (pedagogy) in persons in higher education [2]. The data collection and screening (Figure 2) of total 420,778 publications in higher education detected 409,551 for the period of 1980-2022.Further screening resulted in 524 wisdom, 33 wisdom pedagogy publications (among them only 24 articles) in WoS database.The identified 24 articles were analyzed with SLR. Figure 9 shows the links between two types of nods i.e., authors and keywords.The interesting finding is that in the network there were seven articles [46,52,[56][57][58]60,61] which were not directly connected to others with any of their keywords.However, 17 articles [2,14,[42][43][44][45][47][48][49][50][51][53][54][55]59,62,63] were directly connected with keywords such as character education, practical wisdom, self-awareness, well-being, sustainability, higher education, pedagogy, wisdom pedagogy, immigrant, spirituality, and university.

Summary
The key findings are:

•
Since the 1980s wisdom research gained momentum in psychology, leadership, human resource, management but there has not been enough attention paid on how wisdom can be cultivated (pedagogy) in persons in higher education [2].• The data collection and screening (Figure 2) of total 420,778 publications in higher education detected 409,551 for the period of 1980-2022.Further screening resulted in 524 wisdom, 33 wisdom pedagogy publications (among them only 24 articles) in WoS database.The identified 24 articles were analyzed with SLR.• This study identified five evolutionary phases of wisdom (Figure 5), wisdom pedagogy publications (Figure 6), and articles (Figure 7) in higher education during the 1980-2022 period such as 'No publication', 'Initiation', Slow growth', 'Steady growth', and 'Intensive growth'.Though wisdom research in higher education is about two decades late compared to other disciplines, it is gaining a momentum, and it shows an exponential growth since 2003.• Wisdom pedagogy in higher education is still in its very early development phase as the findings in WoS indicated, only 524 wisdom publications (Figure 5), 33 wisdom pedagogy publications (Figure 6), including 24 articles (Figure 7) in this research field.

•
The SLR of 24 wisdom pedagogy articles during the 2003-2022 period (Tables A1 and A2 in Appendix A) surprisingly resulted only 2 articles [2,14] directly discussing 'wisdom pedagogy'.This finding indicates that, while wisdom research is rising in higher education, there are not enough articles published in wisdom pedagogy.

Conclusions
To our best knowledge, this study is the first systematic study (Figures 1 and 2) to explore the rise of wisdom pedagogy research in higher education with mixed methods in WoS during 1980-2022.The need for wisdom research in education was argued and it was theoretically established in the Introduction.The proposition that 'wisdom pedagogy research has been neglected in higher education' was formulated based on the arguments of many authors [2][3][4][5][6][7][8][9][10][11][12].
This study has been conducted with (1) careful research design (Figure 1); (2) systematic implementation of data screening process (Figure 2) based on predefined criteria; and with (3) systematic data analyses for 1980-2002, 2003-2013, 2014-2017, and 2018-2022, to detect emerging trends and patterns, the evolution of wisdom research in higher education.To validate this proposition, this study asked: How has wisdom pedagogy research emerged in higher education during 1980-2022?The aim of his study was first, to explore the emergence of wisdom pedagogy articles in higher education during 1980-2022, and then, to analyze the located wisdom pedagogy articles in depth with SLR.Based on the research results, the proposition was validated.The main conclusion is that wisdom research in higher education spent 20 years in its 'No publications' phase  compared with wisdom research in other disciplines (i.e., psychology, management, leadership, human resources).It started to emerge and grow exponentially in higher education and currently (2018-2022) it is in 'Intensive growth' phase.
This study has several further research implications for educational researchers.Firstly, they need to conduct a more comprehensive search for wisdom pedagogy models by extending the scope of this study to other databases, books, book chapters, and to conference papers.Secondly, they need to synthesize and theorize their findings by building a wisdom pedagogy model.Thirdly, researchers need to develop detailed guidelines for educational practitioners on how to apply wisdom pedagogy in practice.This study is only at the beginning of this journey.However, it would be important for educating students with wisdom pedagogy in higher education because it would facilitate students' thinking, judgements, and actions based on their moral and ethical values in a highly interconnected and complex world.
The limitations of this study provide opportunities for educational researchers.This research was limited only to WoS Core Collection database publications and used only two keywords for search 'wisdom' and 'wisdom pedagogy'.Educational researchers encouraged to conduct similar studies for different databases (e.g., Google Scholar, ERIC, CORE, Crossref) with other search words (e.g., emancipatory education, ethical education, moral education, value-based education, religious education) to confirm the results of this research in the WoS Core Collection database.Additionally, focusing only on journal articles and excluding books and book chapters from the analysis is another limitation of this study.As further research, the author suggests including books published in this topic.Example, an influential book written by Teasdale and Ma Rhea [64] about local knowledge and wisdom in higher education should be included in research.
Wisdom is a guiding virtue of humanity.As this study showed, it would need more attention in education and in educational research.Especially now, where we face an abundancy of data and information, and global crises.We believe that wisdom pedagogy would help students to become good citizens of the society, to realize what is of importance in their life, it would help them judge what is fake and what is real information, it would help them act based on ethical and moral values, it would help them to take responsibility of their action by considering future impacts of their actions on the society and on the environment.Online education must pay more explicit attention to the cultivation of character and wisdom in their teaching cultivate character through online education [61] What are the advantages of being an upwardly mobile academic?narrative, phenomenological approach 25 narrative interviews biographical narrative interpretive method (BNIM) literature on the cultural mismatch and cleft habitus in the academic context working-class academics "navigational capital", "revolutionary potential", "wisdom" and a distinct "working-class pedagogy" upwardly mobile academic can help make higher education more inclusive and sustainable [48] higher education curriculums remain misunderstood, understudied and underdeveloped urgent need to acknowledge, problematize, interpret and to study the unavoidably philosophical nature of the physical education neo-Aristotelian interpretation of physical education neo-Aristotelian virtue ethics character education lack of emphasis on wisdom and eudaemonia cultivation of virtuous skills, agency, and reasoning are foundational to a flourishing society

Figure 2 .
Figure 2. Data collection and screening based on PRISMAprinciples (source: author).Figure 2. Data collection and screening based on PRISMAprinciples (source: author).

Figure 2 .
Figure 2. Data collection and screening based on PRISMAprinciples (source: author).Figure 2. Data collection and screening based on PRISMAprinciples (source: author).

Figure 9 .
Figure 9. Bipartite network of 24 wisdom pedagogy articles written by 53 authors and 161 keywords in HE (source: author).

Figure 9 .
Figure 9. Bipartite network of 24 wisdom pedagogy articles written by 53 authors and 161 keywords in HE (source: author).

Table A2 .
Systematic Literature Review of 24 wisdom pedagogy articles of 53 authors in higher education 2003-2022 (source: author).