Virtual Teaching for Online Learning from the Perspective of Higher Education: A Bibliometric Analysis

Virtual education began to emerge with the advent of the internet and digital technologies in the late 20^th and early 21^st centuries. It has been instrumental in overcoming geographical limitations, expanding educational access and reducing the gap between learners worldwide who have and have nots. Over the last few decades, a significant number of investments and initiatives (at both government and institutional levels) have been observed aiming to establish a sustainable online education system. The objective of the study is to provide an overview of the research trend on virtual teaching for online learning from the perspective of higher education across the globe in the 21^st century. The required publication data has been collected from Scopus and Web of Science databases and various bibliometrics tools and techniques have been employed to visualize publication growth. It is found that the highest contribution has been made by China (16.92%), followed by the United States (15.38%), Spain (12.05%) and the UK (6.15%). The study identifies three dominant trends: 1) the evolution of technology-driven learning and training systems; 2) the rise and impact of immersive learning in digital environments; and 3) a systematic review of e-learning methodologies. This research outlines the overall progression of scientific literature in virtual education and highlights the need for comparative and nuanced research among online learning modalities, essential for guiding educational policymakers and university administrations in the optimal combination of traditional and virtual learning methods. This integration promises to enhance the accessibility and effectiveness of education in an increasingly digital world.