Examining Divergent Sustainable Trends in Textbook Research: A Comparative Study Between Chinese and International Perspectives

Abstract

Textbook research has long been a critical area within the educational academic community. With the ongoing spread of globalization, the significance of educational globalization has become increasingly apparent. Comparative analyses of textbooks from different countries have thus emerged as a popular and critical research topic. In recent years, there has been a growing interest in cross-cultural textbook studies, highlighting the need for a deeper understanding of global disparities in this field. This study compiles essential findings from both domestic and international textbook research, aiming to uncover differences and trends. Using CiteSpace software (V.6.2.R4), a comprehensive visual analysis was conducted through bibliometric and knowledge graph methods, comparing Chinese and international textbook research over the past decade (2013–2023). This paper presents an intuitive visual map of the key dynamics in textbook research. Utilizing a quantitative approach, this study analyzed 1644 and 1478 relevant articles from the Web of Science (WoS) and the China National Knowledge Infrastructure (CNKI) databases, respectively. It examined the annual distribution, core contributors, and institutional co-occurrence of textbook research from 1 January 2013 to 31 December 2023, identifying the distinctive characteristics of textbook research both in China and internationally. Additionally, CiteSpace’s built-in algorithm was used to extract keywords and highlight primary research areas, while keyword burst detection was utilized to illustrate developmental trends. The analysis revealed key differences between Chinese and international textbook research in terms of research focus, organizational forms, focal areas, and future development trends. This study also discusses potential future directions in this area, such as establishing a systematic framework for textbook research, fostering a global community of textbook scholars, and integrating localized elements into textbook research. Additionally, it highlights the importance of sustainability in textbook research, emphasizing the need for educational materials that support long-term global educational goals.

1. Introduction

Textbooks, as a central focus of curriculum research, are considered “one of the most important areas of research” in educational theory and practice [1]. In China, textbook research is influenced by various factors, including ideology and cultural concepts, resulting in distinct characteristics when compared to research in other countries, with a more uniform set of versions that play a crucial role in classroom teaching across all educational levels. Given this situation, it is essential to determine China’s position in the knowledge graph of world textbook research, understand the current status and emerging trends of international textbook research, and conduct a comparative analysis of textbook research in China. The objective is not only to keep China informed about the development of international textbooks but also to acquaint foreign scholars with new directions in China’s textbook research. This study aims to compare the connections and differences between Chinese and international textbook research, providing a valuable reference for the future development of China’s textbook research. Additionally, in the context of contemporary sustainable development education, comparing differences in textbook research between China and other countries holds great significance. By examining these disparities, we can leverage each other’s strengths and address weaknesses, promoting the sustainable development of textbooks and ensuring that sustainable education can be advanced more efficiently. This approach aims to cultivate a new generation of talents with a strong awareness of sustainable development and the capability for practical action.

In the context of globalization, contemporary textbooks are designed not only to impart knowledge but also to enhance students’ cultural understanding. Effective textbooks in this globalized environment should promote awareness and respect for different cultures, which is essential for nurturing critical thinking among students [2]. This has led to the academic community’s sustained interest in comparative studies of textbooks from various countries. A significant number of scholars, both from China and internationally, have conducted comparative studies on textbooks from various countries, across different dimensions, and have accumulated a relatively rich collection of research results. For example, Egyptian scholars have performed a comparative analysis of ninth-grade science textbooks between China and Egypt, highlighting differences in their structure and content. Their findings indicate that China’s textbooks have more activities and figures, whereas Egyptian textbooks place a greater emphasis on physics and chemistry. Both emphasize basic cognitive skills but lack advanced cognitive engagement [3], reflecting an international trend in the comparative studies of textbooks’ content and form.

In another study, researchers compared junior high school English textbook covers between Indonesia and Japan, revealing distinct visual discourses. These findings underscore the impact of cultural identity on textbook design and its significance in language education [4]. This indicates that scholars, focusing on the content and form of textbooks, continue to delve deeper into comparative analyses of the cultural implications embodied within them from the perspective of discourse analysis. Additionally, a Chinese scholar investigated how the Pythagorean Theorem is presented in American and Chinese math textbooks. Their study revealed that China’s textbooks focus more on the proof and real-world applications, while American textbooks emphasize basic concepts [5]. The research suggests that American students should engage with more complex problems, whereas Chinese students could benefit from improving their communication skills through open-ended questions. These findings are closely related to the influence of the PISA (Programme for International Student Assessment) framework on defining process skills in both curricula. The PISA has transformed the global educational landscape, as education is being reimagined and reshaped on a global scale based on these tools, rather than being confined to domestic standards.

Other scholars conducted a comprehensive comparison of geometry education in U.S. and Korean standard curriculums and textbooks, noting that U.S. textbooks tend to be larger in volume, while Korean textbooks include a higher proportion of high-proficiency-level problems, suggesting a correlation with student performance on international assessments like PISA [6]. Although there are abundant comparative analyses of textbooks from different countries, the majority of the literature focuses on the knowledge and structure of subject-specific textbooks, the representation of cultural content, and the impact of global competency assessments on textbook design. There is a deficiency in macro-level comparisons of Chinese and international textbook research, including the current state, focal areas, and directions of textbook scholarship. This gap limits our ability to comprehensively understand the disparities in textbook research between domestic and international contexts, which is crucial for the sustainable development of educational resources globally.

In recent years, as scientific information technology has found extensive application in the field of educational practice, some scholars have recognized that applying bibliometrics to education research is a promising approach [7]. As a quantitative research method, a bibliometric analysis enables the systematic collection, organization, and summarization of the relevant research literature, offering a comprehensive exploration of textbook-related research on a global scale [8]. Moreover, bibliometrics, which relies on machine algorithms, presents visual graphs and maps, boasting the advantages of objectivity and intuitiveness. By analyzing indicators such as changes in the disciplinary field, citation patterns, author influences, literature influences, and publication dates, this method can assess the quality and reliability of research while minimizing subjective bias to the greatest extent [9]. Hence, this study makes use of a scientific bibliometric analysis to conduct a thorough comparison of the differences between Chinese and international textbook research (See Section 2.2 for our definition of “textbook” and the search keywords used). It provides a reference for the future development of textbook research in China and simultaneously enriches and enhances the academic framework of global textbook research, contributing to its sustainable progression.

This paper employed CiteSpace visualization analysis software to collate the relevant core literature on textbook research from the Web of Science (WoS) and China National Knowledge Infrastructure (CNKI) databases. By collecting textbook research data from 2013 to 2023 and analyzing the external features of the literature, we conducted a comparison and analysis of the research status of Chinese and international textbook research and summarized the focal areas and characteristics of current textbook research in China and internationally. Given the unique characteristics of China’s social system, understanding the latest trends in international textbook development is essential for broadening global perspectives [2]. Simultaneously, it enables countries with different social systems to better understand the key focuses of China’s textbook research. This research aims to reveal cross-cultural differences, gain a better understanding of educational systems, assess the current challenges and issues in textbook research in China, and provide evidence-based suggestions for its sustainable future development. Therefore, the following research questions are proposed:

• What are the differences in textbook research distribution patterns between China and the international academic sector?
• What differences exist in the main contributing authors and institutions involved in textbook research in China versus the rest of the world?
• How do the key focal areas of textbook research differ between China and international contexts?
• What emerging trends indicate future directions for textbook research in China compared to those in international research?

2. Methodology

2.1. The Software and Tools Used in This Analysis

CiteSpace is a citation visualization software mainly used for the quantitative analysis of the literature in specific fields and presenting the research structure and development trends of a discipline. Developed by Dr. Chaomei Chen from Drexel University, CiteSpace software is widely employed to explore the development characteristics and trends of particular fields [10]. Its main characteristic is its ability to visually present collected data in the form of a knowledge map, integrating knowledge graphs with lineage and enabling the quick capture of the structural characteristics and sustainable development trends of relevant research areas [11]. In this study, CiteSpace software was selected as the primary analytical tool due to its capability to effectively assess the research status, thematic evolution, and future prospects in the field of textbook research [12]. Hence, CiteSpace has been chosen as the bibliometric analysis software for this study, with the WoS and CNKI serving as the main sources of the literature to ensure the scientific validity and effectiveness of the analytical results.

2.2. Source of Sample Data

This paper uses the Science Citation Index Expanded (SCI-E) from the WoS and core journals from the CNKI database as data sources, which reflect the academic research landscape in China. This study covers the timeframe from 1 January 2013 to 31 December 2023. Literature searches were conducted in the WoS and CNKI databases using the search keywords “textbook” and “教科书” (the Chinese term for textbook), respectively. In this study, “textbook” refers specifically to a series of books formally published by publishing houses and ordered by schools and excludes other teaching materials required for class instruction. After manually excluding irrelevant documents, 1644 valid documents from WoS and 1478 from CNKI remained. These documents were imported into CiteSpace for the analysis and visualization of knowledge maps, with the aim of intuitively presenting the comparative relationships of the key issues in Chinese and international textbook research.

2.3. Research Procedure

This study follows the PRISMA framework, adhering to its review steps for a systematic investigation. The data were retrieved on 11 January 2024 through advanced searches in the WoS and CNKI databases. The search targeted the keyword category “textbooks”. The search period spanned from 1 January 2013 to 31 December 2023. The searches yielded 2085 and 1540 records from WoS and CNKI, respectively. To ensure data accuracy, the following steps were undertaken (Figure 1).

(1)

type filtering of the literature: Articles, review articles, and conference proceedings were selected due to their high academic credibility, making them suitable for in-depth research and analysis within a specific field.

(2)

Language selection: English was chosen as the primary language for WoS, while Chinese was selected for CNKI. English is a language commonly used in international academic discourse, while Chinese is the common language in Chinese academic discourse. These two languages effectively reflect the academic significance of the different regions being compared.

(3)

Research scope determination: The scope of this study was defined within the field of educational research and the discipline of education studies.

(4)

Abstract review of the literature: The research team carefully examined the abstracts of the documents to exclude content that did not align with the research topic.

(5)

Duplicate elimination: CiteSpace was utilized to identify and eliminate duplicate entries.

2.4. Data Analysis

A total of 1644 and 1478 selected documents were imported into CiteSpace, and the parameters were adjusted according to the requirements. Using documents, CiteSpace generates knowledge maps as visual representations of the development and structural relationships of scientific knowledge within a given domain. These maps illustrate complex relationships, such as co-citation networks, keyword co-occurrence, and thematic clusters, highlighting connections, interactions, and evolutions among knowledge units.

CiteSpace identifies “burst keywords” by detecting terms with significant frequency changes over specific time intervals through term frequency analyses. This allows for the identifying of emerging topics, research frontiers, or shifts in research focus, assisting in predicting the future development trends in a given field. CiteSpace data maps illustrate the relationships among information within documents by forming nodes and lines. The size of the nodes reflects the citations or frequency of the discussed data, while the lines indicate the relationships between nodes. Leveraging these features of CiteSpace, this study conducts a comprehensive comparative analysis of the current status and development trends of domestic and international textbook-related research, primarily focusing on the following three aspects of analysis:

(1)

Comparative analysis of the basic information in textbook research: An analysis of its annual distribution, co-authorship, and the research institutions involved is conducted to understand the differing profiles of the published literature on Chinese and international textbook research.

(2)

Comparative analysis of textbook research: A knowledge map is constructed through a keyword co-occurrence analysis to summarize the different characteristics of the research fields covered by Chinese and international textbook research.

(3)

Comparative analysis of textbook research frontiers and trends: The CiteSpace burst detection method is used to identify burst keywords in Chinese and international textbook research.

3. Results

This paper provides a comparative analysis of Chinese and international textbook research over the past decade (2013–2023) across four dimensions: its annual distribution, author and institutional co-occurrence, themes, and future research trends. This is achieved through the analysis of knowledge maps, including keyword co-occurrence, burst keyword, author co-occurrence, and institutional co-occurrence maps. Based on the analysis of the commonalities and differences in their characteristics, this study aims to offer rational suggestions for the future development of trends in textbook research in China, with an emphasis on ensuring the sustainability of this research field.

3.1. Annual Distribution of Publications

The volume of research in an area shows the changing trends in academic interest in research topics over a specific time frame [13]. The annual publication volume of research can, to a certain extent, reflect the research level and development trends of specific research fields [14]. The publication trends in Chinese and international textbook research over the past decade are illustrated in the following two figures.

Figure 2 illustrates the change in the volume of research published in WoS. It shows that international textbook research displays an upward trend overall. The increase in the annual publication volume of the literature can be attributed to several factors, including the widespread use of the internet, the growth in the number of researchers, and the rise in the number of journal publications. Meanwhile, this phenomenon also reflects a growing interest in textbook research within the global academic community. Notably, there was a slight fluctuation in 2019, which saw a minor decrease compared to the previous year. This decline is likely due to unforeseen circumstances, such as the COVID-19 pandemic [15], and should not be interpreted as a lack of attention being paid by the academic community towards textbook research. The average annual publication volume remained stable, at around 150 articles, until 2023, when it reached a peak of 177 articles—the highest in the observed decade.

From the trends in textbook research presented by the WoS database, it is evident that despite slight annual fluctuations, textbook research remains a mainstream area of study in the educational field and has received widespread attention in the international academic community. It can be inferred that the number of publications on textbook research will continue to grow within the field of educational research, providing valuable insights and contributions to the domain. Furthermore, the increasing volume of publications indicates that this area of research is sustainable, with researchers continually finding new topics to explore, ensuring the long-term development of textbook-related studies.

Figure 3 illustrates the changes in the volume of research published in the CNKI. In contrast to the upward trend observed in international textbook research, China’s textbook research, as shown in Figure 3, shows an overall gradual downward trend. Currently, Chinese scholars seem to have a relatively low level of interest in textbook research. In 2014, the publication volume in CNKI core journals reached its peak, 172 articles, within the decade. Notably, two low points occurred in 2017 and 2023. In 2017, the annual publication volume declined to 113 articles, and then in 2023 it experienced a substantial decrease, with a drop of 47 articles, from 139 articles in 2022 to 92 articles, in 2023.

This phenomenon reflects that textbook research in China is greatly influenced by curriculum reforms. After a period of curriculum reforms, the annual publication volume of China’s textbook research rapidly reaches a peak. Subsequently, accompanied by academic inertia, the number of publications gradually declines until it reaches a low point. Afterward, with the occurrence of a new round of curriculum reform, textbook research rises again, lasts for a while, and then falls back to a low point, with this recurring in cycles.

In China, after curriculum reforms and textbook compilations were completed in 2011, interest in textbook research initially increased and reached its peak in 2014 before experiencing a slight decline. This trend persisted until 2017, when a new round of curriculum reforms and textbook revisions took place, and there was a renewed increase in academic research on textbooks. However, by 2023, six years after the last round of curriculum reforms, the intensity of textbook research had gradually diminished. Overall, it is evident that China’s textbook research is significantly influenced by curriculum reforms and textbook revision efforts. This cyclical pattern suggests a need for sustainable strategies towards textbook research, ensuring that the field remains dynamic and forward-looking, rather than peaking only during curriculum reforms.

Comparing the annual publication volumes of papers related to textbooks in China and internationally from 2013 to 2023 reveals that both the Chinese and international academic communities place significant emphasis on the development of textbooks. However, there are differences in the extent of this emphasis. On the global stage, international engagement in textbook research is consistently on the rise. An increasing number of countries and regions have begun to recognize the significant role of textbooks in education, investing substantial human, material, and financial resources into in-depth research in this area [16]. The international textbook research system, after long-term development and refinement, has gradually matured. Its research areas encompass various aspects such as textbook compilation, content selection, teaching methods, and cultural heritage, forming a comprehensive, systematic, and in-depth research framework. The research methods used are diverse, including empirical approaches, comparative approaches, historical approaches, and discourse-analytic approaches, providing a solid theoretical foundation and practical experience for the continuous improvement and innovation of textbooks.

In contrast, China experienced a significant decline in its interest in textbook research in 2023, a situation influenced by several factors. These include a shift in research focus, the reallocation of educational resources, changes in publishing policies and standards, and the impact of curriculum reform cycles. Fundamentally, there exists a gap between China’s textbook research and that of its more mature international counterparts. At present, textbook research in China has not yet developed into a comprehensive and systematic scientific research system. As a branch of curriculum research, it still exists in the form of a derivative discipline. This makes textbook research relatively weak in terms of its academic status, making it difficult for this area to gain sufficient attention and resource support. Moreover, the evolution of textbook research in China is often constrained by curriculum reforms.

At the basic education level, textbooks mandated by the central government are predominantly used. While this ensures the unity and standardization of education, it also limits the innovative space available for textbook research to a certain extent. This is because the content and form of textbooks are largely influenced by national policies and reflect the concrete manifestation of these policies. When curriculum reforms occur, textbooks often need to be adjusted and revised accordingly, making it difficult for textbook research to form a stable direction and develop sustainable long-term research plans. Additionally, the academic potential of textbook research in China is significantly hampered by its low academic status and the scarcity of research resources, which makes it difficult to attract exceptional research talent. The methods employed in China are comparatively limited and lack innovation and diversity, resulting in the reduced influence of China’s textbook research on the international academic stage and making it challenging to benchmark this research against more advanced international standards.

3.2. Active Authors and Institutions in Textbook Research

The analysis of author co-occurrence and institutional co-occurrence can reveal the key contributors within a particular research topic. The volume of publications attributed to a research institution often serves as an indicator of its research capabilities. Conducting a statistical analysis of these publications by research institution can more effectively reflect the development history and research outcomes of each institution [17]. Accordingly, this section will contrast Chinese and international textbook research through the lenses of author and institutional co-occurrence, aiming to identify the prominent authors and institutions in the field of textbook research both within China and globally. A subsequent comparative analysis of Chinese and international textbook research will highlight the status and influence of Chinese researchers and institutions within the broader international academic community.

3.2.1. Active Authors in Textbook Research

Analyzing the relationship between authors and the number of documents they publish can provide insight into highly productive authors and assess the status of community formation [12]. In a CiteSpace visual analysis, authors are subjected to a visual analysis where nodes represent author names, with their size indicating their volume of publications. The size of the label text denotes centrality, and the connecting lines between nodes signify collaborative relationships among authors [18].

Figure 4 depicts the co-authorship network in the WoS database. N = 161 shows that there is a total of 161 authors in the field, including co-authors; E = 51 signifies that there is collaboration among 51 authors within the domain. Density indicates the concentration of the network, which is the ratio of the “actual number of relationships” to the “theoretical maximum number of relationships”. Generally, a higher density implies a stronger level of collaboration. The plotted network density is 0.004, suggesting that the level of collaboration among researchers is average, primarily characterized by “a small-scale collaborative relationship centered around a single individual”. Figure 4 highlights two closely associated authors, Sherri L. Jackson and George I. Whitehead, both co-authors. Richard A. Griggs is also a core author, indicating the formation of a high-level textbook research team. Other notable authors, such as Lianghuo Fan, Jingying Wang, and Timothy M. Pawlik, also lead independent research teams in this area. This reflects that collaborative research in textbook studies has been established to a certain extent, but its overall scope remains quite limited, pointing to the need for broader collaboration and expansion in the future.

Table 1. Top 10 most prolific authors in the international field of textbook research.

No.	Author	Number of Publications
1	Griggs, Richard A	14
2	Fan, Lianghuo	5
3	Pawlik, Timothy M	4
4	Wang, Jingying	4
5	Jackson, Sherri L	4
6	Bromley, Patricia	4
7	Atkinson, Dawn	4
8	Whitehead, George I	4
9	Polikoff, Morgan S	4
10	Ramnarain, Umesh	4

presents the top ten authors, ranked by publication count in the WoS database, who are regarded in this study as having made a significant academic impact on the field of international textbook research over the past decade.

This study employed CiteSpace to export author co-occurrence graphs that indicate collaboration in the field of textbook research. According to Price’s Law [19], N = 0.749 × $\sqrt{\mathrm{Np}\max }$, our analysis of the WoS database identified Richard A. Griggs as the most prolific author in this domain, with 14 publications. This prominent record underscores his significant academic influence. According to the formula, an author is regarded as a core contributor if they have three or more publications. Over the past decade, 161 individuals have contributed to international core journals on textbooks, with only 15 core authors achieving this threshold, representing less than 10% of the total. In contrast, the remaining 146 authors have published only one or two articles, accounting for 90% of the contributions. Among the top 15 core authors, Richard A. Griggs ranks first with 14 publications, indicating that international textbook research exhibits the characteristic of being “expert-led”. These experts, characterized by their substantial academic achievements, play a crucial role in the field and significantly influence the development trends of the entire domain. However, this “expert-led” situation does not equate to a lack of diversity and innovation. On the contrary, the guidance provided by these experts can inspire a broader range of scholars to engage in exploration and critical thinking, fostering continuous advancement in the discipline. This phenomenon also triggers contemplation on whether international textbook research lacks a “hundred flowers bloom” situation. A “Hundred flowers bloom” implies that numerous scholars collectively contribute to a diverse and colorful research landscape from various research directions and perspectives. Although currently characterized by “expert-led” research, this does not mean that the field cannot evolve towards a “hundred flowers bloom” scenario. By encouraging greater participation from emerging scholars and expanding research areas and methodologies, international textbook research can cultivate a more diverse and dynamic developmental trajectory, promoting sustainable growth in the field.

Figure 5 illustrates the co-authorship network within the CNKI database. As shown in Figure 5, N = 175 represents a total of 175 authors in the field, including co-authors; E = 50 signifies that there is collaboration among 50 authors within the domain. Density = 0.0033 indicates that the level of collaboration among researchers warrants enhancement, as it is characterized primarily by “a dominant mentor-mentee academic relationship”. While this contributes to the preservation of academic traditions, it is not conducive to the exchange of new ideas. Furthermore, there are several isolated nodes outside the local network, mainly due to the limited number of publications by researchers who require greater visibility. Therefore, it is imperative to establish diverse collaborative relationships and strengthen in-depth collaboration with researchers across various fields. Expanding the collaborative network can ensure the sustainability of Chinese textbook research by incorporating fresh perspectives.

Table 2. Top 10 most prolific authors in the Chinese field of textbook research.

No.	Author	Number of Publications
1	Shi, Ou	29
2	Wu, Xiaoou	18
3	Dai, Qin	17
4	Wang, Xiaoqin	17
5	Zhang, Zengtian	13
6	Kong, Fanzhe	9
7	He, Yaqiong	9
8	Zhang, Shiyong	9
9	Wang, Panfeng	9
10	Wang, Min	8

displays the top ten authors with the highest publication counts in the CNKI database, highlighting those who have significantly influenced international textbook research over the past decade.

In the past decade, the CNKI core database in China has recorded 175 individuals publishing on textbook research in core journals, with Ou Shi recording the highest number of publications at 29. According to Price’s formula, an author is considered a core author if they publish five or more articles. There are 23 core authors in this group, representing 13% of the total, and 28 individuals who have published three to four articles in core journals, representing 16%, while 124 individuals have published only one or two articles in core journals, accounting for 71%. As illustrated in Figure 5, a core research group has emerged in the field of textbook research in China, comprising Ou Shi, Qin Dai, Xiaoqin Wang, Zengtian Zhang, and Fanzhe Kong, who collectively exert a significant influence on the discipline.

By comparing the co-occurrence of authors in Chinese and international textbook research, it is observable that the scale of the research teams in the field of textbook research is limited, often centered around one to two leading figures, with the remaining authors not forming specialized research teams. This indicates that there is a need to build a stable core group of authors who consistently engage in ongoing research and enhance the depth of this research. Moreover, it is notable that the core authors of China’s textbook research do not rank among the top ten among their international counterparts, highlighting a relative lack of global recognition of Chinese contributions to this area. Consequently, there is an urgent need for China’s textbook research teams to adopt broader international perspectives, enhance their scholarly capabilities, and learn advanced international research methods and concepts from abroad, thereby increasing the international influence of China’s textbook research.

3.2.2. Active Institutions in Textbook Research

The number of papers published by a research institution often serves as an indicator of its research capabilities [6]. Therefore, a statistical analysis of publications can provide valuable insights into the development history and research outcomes of various institutions.

We utilized CiteSpace to further analyze the research institutions participating in the field of textbook studies and their collaborative relationships, resulting in institutional cooperation network graphs. The institution co-occurrence graphs created using CiteSpace provide a clear and intuitive view of the academic landscape. As illustrated in Figure 6, N = 176 represents the total of 176 institutions engaged in the field, including co-institutions; E = 114 signifies that there is collaboration among 114 institutions within the domain. Density = 0.0074 indicates that the level of collaboration needs to be further strengthened. Overall, Figure 6 illustrates that there is potential for stronger connections between institutions, with academic partnerships enabling sustainable long-term collaboration.

To gain a clearer understanding of these institutions’ profiles,

Table 3. Top 10 institutions in terms of publications in the international field of textbook research.

No.	Author	Number of Publications
1	State University System of Florida	31
2	University System of Ohio	23
3	Michigan State University	22
4	Beijing Normal University	21
5	University of Florida	15
6	Stanford University	15
7	Pennsylvania Commonwealth System of Higher Education (PCSHE)	14
8	Indiana University System	14
9	University of London	14
10	East China Normal University	11

presents the top ten research institutions, ranked by publication output, in the WoS database.

In the WoS database, the top ten institutions by publication count are mostly universities. This clearly shows that textbook research is mainly concentrated within universities, indicating the high regard universities have for textbook studies. Concurrently, the institutions with high centrality in international textbook research are primarily based in the United States, with 7 out of the top 10 institutions located there. In the United States, textbook research is far more complex. This is because public schools in 28 states may adopt virtually any textbooks they wish. In the other 22 states, statewide committees create a list of textbooks from which schools can choose. This variation may contribute to the emphasis on textbooks within the American education system, which provides a fundamental guarantee of textbook research [20].

Following the same procedure, we employed CiteSpace to generate a collaboration network map of institutions within the CNKI database. As shown in Figure 7, N = 171 represents the total of 171 institutions in the field, including co-institutions; E = 60 signifies that there is collaboration among 60 institutions within the domain. Density = 0.0041 indicates a low level of institutional collaboration, reaching only half the level of cooperation observed among international textbook research institutions.

To gain a clearer understanding of these institutions’ profiles,

Table 4. Top 10 institutions in terms of publications in the Chinese field of textbook research.

No.	Author	Number of Publications
1	Capital Normal University	79
2	Curriculum and Textbook Research Institute of People’s Education Press	38
3	People’s Education Press	36
4	Teacher Education College of East China Normal University	36
5	Faculty of Education of Northeast Normal University	30
6	Teacher Education College of Ningbo University	19
7	School of Education Science of Hunan Normal University	17
8	Faculty of Education of Southwest University	17
9	Teacher Education College of Zhejiang Normal University	16
10	Institute for the History of Science and Technology of Inner Mongolia Normal University	15

presents the top ten research institutions, ranked by publication output, in the CNKI database.

In the CNKI database, the top ten institutions ranked by publication count include universities as well as presses. This indicates that in China, not only do universities value textbook research, but so do publishing houses, who pay close attention to the development of textbooks. The basic textbooks for foundational education stages in China are largely based on the standardized editions published by the People’s Education Press, which are widely used across the country. Consequently, the People’s Education Press needs to maintain a high degree of attention to textbook research to ensure that its teaching materials meet the demands of the times during their publication process.

By comparing the co-occurrence of authors and institutions in textbook research in China and internationally from 2013 to 2023, it is evident that both Chinese and international textbook research predominantly originates from universities, which represents a commonality. However, there are discernible differences in the organizational structures of textbook research between these two contexts. In China, publishing houses and textbook research institutes are also major forces in textbook research. This is because there are limited versions of textbooks for the stages of basic education in China, with the state having strict control over textbook publication. As a result, the People’s Education Press, as their official publisher, must continuously maintain a high level of attention to textbook research. Moreover, the absence of Chinese scholars among the top ten international textbook researchers indicates that the position of China’s textbook research on the international stage still needs to be strengthened. It can be seen that the next step for China’s textbook research should be to break through national boundaries and gradually move towards internationalization.

3.3. Analysis of the Focal Areas in Textbook Research

Keywords are the most essential elements that reflect the core viewpoints and themes of an article [21]. Using CiteSpace to produce keyword co-occurrence maps is a visualization method that can help researchers better understand the relationships and structures between keywords. A higher frequency of keyword occurrence indicates a higher research interest related to the term, and keywords with a higher frequency are located in the center of the graph, while related keywords are distributed in the surrounding area. The size of the nodes and the density of the connecting lines in the graph can reflect the importance and relevance of the keywords. By analyzing the centrality of keywords, the degree of the association between a keyword and other keywords can be understood. The higher the centrality of a keyword, the more keywords there are associated with it, signifying its stronger medium function [22].

This study utilizes CiteSpace software to generate knowledge maps of keyword co-occurrence, aiming to explore the key topics in Chinese and international textbook research.

Data were imported into CiteSpace, with the node type set to “Keywords” to generate a keyword co-occurrence map, as shown in Figure 8. Nodes represent keywords, and the size of the nodes indicates the frequency of that keyword’s occurrence; lines represent the relationships between keywords, and the thickness of the lines signifies the frequency of that keyword co-occurrence. Figure 8 comprises a total of 169 nodes and 394 links, with a density of 0.0278. This indicates a wide range of research topics related to textbooks and the strong interconnections between these topics. Keywords such as “education”, “students”, and “science” correspond to larger nodes, which may reflect the common focus of researchers in this field. However, there is still room for an increased density, implying that the academic community can continue to delve deeper into the field of textbook research.

Subsequently, the data obtained from CNKI were imported into CiteSpace, following the same operational steps, which resulted in 194 nodes and 246 links, with a density of 0.0131 (Figure 9). In comparison to international textbook research, there is an increase in the number of nodes, a decrease in the connections between them, and a reduction in density. This suggests that although the themes of China’s textbook research are more extensive, the interconnections between these themes are weaker. Consequently, this implies that the academic community needs to strengthen the links between research themes to further advance textbook studies. Keywords like “historical textbook”, “Chinese language textbook”, and “chemistry textbook” correspond to larger nodes, which likely reflect the common areas of interest among researchers in this field. This indicates that textbook research in China is still largely based on analyses of content across different academic disciplines.

To better contrast the themes of domestic and international textbook research, this study presents the keywords, frequencies, and centrality obtained from the WoS and CNKI databases as follows.

In the CiteSpace software, frequency and centrality serve as crucial metrics for evaluating keywords. Frequency indicates the number of times a node appears, while centrality denotes the number of shortest paths that pass through a particular node—the more a node acts as a “bridge”, the higher its betweenness centrality. Generally, there exists a positive correlation between frequency and centrality [23].

3.3.1. Focal Area Analysis in International Textbook Research

Table 5. Comparison of keywords in international and Chinese textbook research in terms of frequency and centrality.

No.	Keywords in WoS Database	Frequency	Centrality	No.	Keywords in CNKI Database	Frequency	Centrality
1	Education	152	0.26	1	Textbook	303	0.84
2	Students	96	0.21	2	History Textbook	61	0.21
3	Textbook Analysis	92	0.07	3	Chinese Language Textbook	49	0.15
4	Knowledge	81	0.14	4	Chemistry Textbook	27	0.11
5	Science	71	0.16	5	Mathematics Textbook	27	0.07
6	Teachers	65	0.18	6	Digital Textbook	26	0.03
7	Curriculum	62	0.23	7	Primary Chinese Textbook	20	0.12
8	History	58	0.16	8	Core Literacy	19	0.05
9	Language	46	0.11	9	Illustration	16	0.17
10	Culture	45	0.09	10	Comparative Study	16	0.04

displays the top 10 keywords by frequency in domestic and international textbook research. It can be noted that the keywords ranking in the top ten by frequency also have relatively high centrality. After eliminating generic conceptual terms such as “education”, “textbook analysis”, “curriculum”, “teacher”, “student”, and “knowledge”, as well as specific disciplinary labels like “science” and “history”, it becomes clear that language and culture are keywords with high frequency and centrality in the WoS database, indicating that scholars in the international field of textbook research are primarily focused on these terms. “Language” and “culture” have become high-frequency and central keywords for a variety of reasons. On the one hand, language serves as a vital vehicle for textbooks to convey knowledge. Different linguistic expressions can influence students’ comprehension and absorption of information. Additionally, language reflects the cultural characteristics of a country or region, and through the linguistic content of textbooks, students can better understand the differences and commonalities among various cultures. On the other hand, culture also holds an important position in textbook research. Textbooks are not only tools for imparting knowledge but also vital channels for cultural heritage and the shaping of values. The international scholars’ focus on “language” and “culture” demonstrates their emphasis on the role of textbooks in cross-cultural communication and multicultural education.

These are also keywords with higher centrality, indicating their “bridging” role in textbook research, with international textbook researchers tending to approach textbook studies from the perspectives of both language and culture. From another perspective, educators need to consider how to use appropriate language and cultural content to enhance the effectiveness of their teaching and stimulate students’ interest in learning. From the students’ point of view, as they engage with textbooks, their exposure to different languages and cultures can broaden their horizons and develop their cross-cultural communication skills. Furthermore, from the standpoint of various academic disciplines, textbooks for different subjects can integrate elements of language and culture, enabling students to learn professional knowledge while also understanding the development and application of their disciplines within different cultural contexts. In environments that foster cross-cultural and international communication, English serves as a lingua franca that facilitates interactions among individuals from different countries. Consequently, English as a Foreign Language (EFL) textbooks, hereinafter referred to as “EFL materials”, represent one of the most widely published types of educational resources globally, making the study of EFL materials a focal point of academic research [24].

3.3.2. Focal Area Analysis in China’s Textbook Research

The top ten keywords in China’s textbook research, by frequency, also display high centrality. After eliminating generic conceptual terms such as “textbook”, and “comparative study”, as well as specific disciplinary labels such as “history textbook”, “Chinese language textbook”, “chemistry textbook”, “mathematics textbook”, and “primary Chinese textbook”, it becomes clear that “digital textbook”, “core literacy”, and “illustration” are keywords with high frequency and centrality in the CNKI database, indicating that domestic scholars in the field of textbook research are primarily concentrating on these terms. The emphasis on “illustration”, “core literacy”, and “digital textbook” reflects a tendency among Chinese researchers to study textbooks from the perspectives of digitalization, core literacy, and the role of illustration.

The integrated expression of images and text is the logical basis behind researching the value of textbook illustrations. The value positioning of textbook illustrations should adhere to professional standards, uphold the purpose of moral education, and follow the essential pursuit of illustration interpretation [25]. The functional attributes of illustrations have undergone a triple transformation that encompasses an enlightening function, esthetic function, and educational assistance function [26]. Therefore, the study of illustrations is crucial to support the sustainable development of high-quality textbooks. Illustrations, as an integral part of textbooks, are characterized by an intuitive and vivid nature, which can help students better understand the content and stimulate their interest in learning. In China, research on illustrations is closely related to textbook reform. Previously, in response to violations found in textbook illustrations, government departments and schools conducted comprehensive inspections and resolutely removed all illustrations that deliberately vilified characters or promoted negative values. This action reflects their high regard for textbook quality and sense of responsibility for the cultivation of students’ values. Chinese researchers are inclined to study textbooks from the perspective of different disciplines and in terms of the role of illustrations.

In the face of challenges brought about by the information society, textbook compilations that adhere to disciplinary knowledge and logic have arrived at a dilemma that urgently needs to be resolved, as they are proving insufficient in fostering the development of students’ capabilities or literacy. The emerging paradigm of textbook compilation centered on core competencies shows a shift from a focus on disciplines to a focus on individuals, and from a focus on knowledge to a focus on literacy, thus becoming another key topic in China’s textbook research [27]. Against the backdrop of the continuous deepening of educational reforms, the cultivation of students’ core competencies has become an important goal of education. Textbooks, as an essential tool for teaching, have the important mission of cultivating students’ core competencies. Scholars’ research on core competencies helps us to better understand how to promote students’ comprehensive development and improve their overall quality through the writing and use of textbooks.

With the emphasis on strengthening textbook development and management and promoting the digitalization of education, as stated in China’s 20th National Congress report, digital textbooks have had certain inherent advantages from their inception. However, the development of digital textbooks also faces realistic challenges such as technological limitations, knowledge dilemmas, and the concerns of the main stakeholders [28]. Consequently, at present, Chinese scholars are dedicated to exploring how to properly manage the relationship between technology and textbooks to advance sustainable textbook research [29]. Meanwhile, digital textbooks not only provide students with more convenient ways of learning but also enrich teaching content and enhance their interest in and interaction with learning through the integration of multimedia elements. The attention scholars pay to digital textbooks reflects their active exploration of the modernization of education and their keen insight into the future trends of educational development, contributing to the sustainability of education.

The analysis of the frequency and centrality of keywords related to textbook research in China and internationally assists scholars in better understanding the similarities and differences in focal areas and research topics. The study of textbooks from various disciplinary perspectives within the realm of educational research is a commonality between Chinese and international textbook research. However, variations in keyword frequencies and centrality between the WoS and CNKI databases reflect underlying cultural and developmental differences in textbook research’s focus areas. Although scholars from China and abroad prioritize different aspects of textbook studies, both have made positive contributions to the development of the field. International scholars’ focus on themes like language and culture suggests a broader interest in the exchange and integration of global education, which is likely influenced by the multicultural contexts in which these textbooks are used. In contrast, the focus of Chinese scholars on digital textbooks, core competencies, and illustrations aligns with the country’s specific educational reforms and evolving needs. This divergence stems from differences in cultural backgrounds and educational development stages. Foreign textbooks, shaped by diverse cultural influences, place greater emphasis on educational philosophies and strategies at the macro level. Meanwhile, China’s approach emphasizes the integration of traditional culture with local educational needs, conducting research on textbooks across various subjects to enhance the quality of education and support the cultivation of national talent. Through mutual learning and drawing on each other’s strengths, scholars from China and abroad can jointly promote in-depth research on textbooks and provide higher-quality educational resources for the cultivation of talents with a global perspective and innovative capabilities. This collaborative effort ensures the sustainable development of educational materials and practices.

3.4. Future Trends in Textbook Research

In order to map the evolving research frontiers within the field of textbook research, this study employs the built-in algorithms of CiteSpace software to accurately identify keyword bursts, including burst strengths, start years, end years, and their duration [5].

Figure 10 illustrates the top 25 burst keywords in the international textbook research field over the past decade. The keywords that emerged before 2018 include “open educational resources”, “history textbooks”, “discourse”, “introductory psychology”, and “science education”. Notably, in 2018, “open educational resources” stood out in terms of burst strength, while “science education” became a prominent keyword in terms of both its intensity and duration. Keywords that burst after 2018, such as “EFL textbooks”, “English”, and “impact”, are high-intensity and long-lasting. The persistence of a keyword’s burst period typically indicates that it represents a research frontier and recent key topics. Figure 10 reveals the gradual emergence of terms like “EFL textbooks”, “strategy”, “policy”, and “representation”, suggesting that textbook research will continue to explore these areas. “EFL textbooks” highlights the widespread attention received by textbooks used in language disciplines.

The next steps in international textbook research involve conducting comprehensive reviews of the literature related to the keywords “strategy”, “policy”, and “representation”, thereby revealing potential pathways for future research. Policy is an important trend in textbook research, as it evolves with the development of societies in different countries and affects stakeholders, including textbook policy-makers, researchers, and implementers. For instance, in the area of language planning policies for textbooks, it should be emphasized within textbook policies that the representation of gender is a significant factor for school teachers to consider when selecting textbooks for students [30].

In the realm of sustainable development policies for textbooks, Rieckmann outlines the scope of education for sustainable development [31]. Thus, textbooks, as commonly used educational materials, indicate that future research on sustainable development will be a significant trend in textbook studies [32]. Strategic research represents another prominent trend in textbook scholarship. Internationally, there is a proliferation of strategic studies on textbooks, such as the integration of digital textbooks into the educational process, which has transformed student engagement and educational outcomes through interactive learning strategies. The introduction of digital textbooks in higher education has revolutionized student engagement and educational outcomes through interactive learning strategies [33].

Scholars have also addressed issues such as reading [34] and vocabulary [35], proposing language strategies for textbooks which are typically used within the realm of language teaching research. Representations have been central to language textbook studies, which draw on many disciplines, making them a mirror of reality, an ideological distortion, or a social construct [36]. For instance, power distances within the framework of cultural representation are a key consideration. American textbooks typically reveal a culture with lower power distance, where teacher–student relationships are depicted as more equal and open [37]. Conversely, the teacher–student relationship in Japanese textbooks still maintains a certain level of respect and etiquette [38]. Thus, representation is a burgeoning trend in the future development of international textbook research.

Figure 11 illustrates the top 25 burst keywords in China’s textbook research field over the past decade. Prior to 2018, keywords like “textbook research”, “junior high school chemistry textbooks”, “core competencies”, “Republic of China”, “textbook evaluation”, and “scientific literacy” emerged. Notably, in 2018, “textbook research” stands out in terms of burst strength, while “core competencies” emerges as a prominent keyword in terms of both its intensity and duration. After 2018, keywords such as “national identity”, “digital textbooks”, and “visual representation” burst with high intensity and are long-lasting. The persistence of a keyword’s burst period typically indicates that it represents a research frontier and recent key topics. Figure 11 reveals that the term “chemistry textbooks” has consistently been a subject of academic interest as a focal area in China’s textbook research since 2013. Additionally, keywords like “national identity”, “digital textbooks”, and “visual representation” have gradually emerged over time, indicating that textbook research will continue to explore these areas.

The next steps in China’s textbook research involve conducting comprehensive literature reviews related to the keywords “national identity”, “digital textbooks”, and “visual representation”, thereby revealing potential pathways for future research. Textbooks can reflect mainstream societal values and national intentions [39], particularly in China, where they are significantly influenced by ideological and political factors. Consequently, Chinese scholars tend to examine textbooks from the perspective of national identity, aligning with both national policy guidelines and contemporary educational objectives [40]. Visual representations in textbooks refer to the visual objects (such as photographs, illustrations, and videos) that describe concepts or phenomena. Effective visual representations can help students understand complex concepts within textbooks [41]. As one of the types of visual representation, illustrations, along with digital textbooks, have become a focus in China’s contemporary textbook research and are expected to continue to be studied in the field of China’s textbook scholarship in the future.

The analysis of burst keywords in textbook research from 2013 to 2023 reveals that both Chinese and international academia share a common focus on the interplay between culture, disciplines, and textbooks. However, notable differences emerge in their developmental trends. Internationally, future textbook research appears likely to emphasize “strategies”, “policies”, and “representations”, reflecting a broader focus on the structural and policy-driven aspects of education. In contrast, textbook research in China is anticipated to concentrate on “national identity”, “digital textbooks”, and “visual representations”, underscoring a focus on cultural identity and technological integration within education. Despite these differences, both areas of research have the potential to contribute to sustainable education practices, particularly through the advancement of digital textbooks and the exploration of textbooks’ roles in fostering cultural identities.

4. Discussion and Conclusions

In recent years, textbook researchers have focused on comparing textbook studies across different countries, aiming to learn from each other’s strengths and weaknesses. This comparative approach serves as a reference and guidance for the development of textbook research globally. However, China’s textbook research exhibits certain unique characteristics, making comparative studies between Chinese and international textbooks particularly valuable. Over the past decade, the academic community has recognized the significance of textbook research, with the number of international textbook studies steadily increasing. Aiming to present the differences between international and Chinese textbook research, this study employed CiteSpace to conduct a visual analysis of 1644 and 1478 textbook-related papers collected from the WoS and CNKI databases between 2013 and 2023. Visualization maps of this textbook research were created to examine the field’s basic characteristics, focal areas, and developmental trends. This study’s findings will be further discussed in the following sections.

4.1. Disparity in the Emphasis and Focus of Textbook Research

Our first research question focused on the differences in textbook research distribution patterns between the Chinese and international academic sectors. Our findings revealed clear disparities in emphasis. Internationally, from 2013 to 2023, the annual publication of textbook-related papers steadily increased. This trend demonstrates the continuous growth and high regard seen for textbook research on a global scale. Scholars around the world actively engage in research on various aspects of textbooks, ranging from the scientific nature of their content and cultural diversity to the adaptability of teaching methods. They are constantly exploring how to optimize textbooks to better serve the educational cause.

In contrast, textbook research in China has fluctuated, particularly from 2022 to the present, which has shown an overall downward trend. This reveals that against the backdrop of the world’s sustained interest in textbook research, there is an urgent need to strengthen the emphasis on textbook research in China. Although China has also achieved many remarkable accomplishments in the field of education, the investment and attention given to textbook research do not seem to have grown in sync with that of the international community. This may be related to the focus of domestic educational reforms, the allocation of research resources, and the orientation of academic research. To enhance the quality and international competitiveness of Chinese education studies, it is necessary to re-examine the emphasis on textbook research, increase investment, and encourage more scholars and institutions to participate in textbook research. Doing so will contribute to the sustainable development of educational materials, ensuring that textbooks remain relevant and effective in meeting future educational needs.

4.2. Disparity in the Organizational Forms of Textbook Research

The second research question examined differences in the organizational structures of textbook research efforts between China and the international academic sector. The results reveal contrasting structures. International textbook research is concentrated in universities or research departments affiliated with universities, with researchers and institutions primarily based in the United States. This indicates the high regard for textbook research in the U.S., where substantial resources and manpower are invested. Universities and research institutions in the U.S. possess advanced research facilities, abundant academic resources, and excellent research talents, providing favorable conditions for textbook research.

In China, universities, publishing houses, and government departments are all major forces in textbook research, and this diversified organizational form meets the requirements for collaborative development in textbook research. Universities provide academic theoretical support and research talent, publishing houses have rich publishing experience and a keen insight into market demands, and government departments play an important role in policy formulation and resource allocation. Through the cooperation of these three parties, the in-depth development of textbook research can be better promoted, ensuring the quality and applicability of textbooks. However, in both international and Chinese textbook research, there is a considerable limitation to the cooperation between authors and institutions, which may restrict the breadth and depth of research and affect the quality and impact of research outcomes. Therefore, strengthening the cooperation between authors and institutions and establishing a closer research network is an important direction for the sustainable future development of textbook research.

4.3. Disparity in the Themes of Textbook Research

This study also explored the thematic differences in textbook research in China and the international academic sector. Contemporary international textbook research primarily centers on the exploration of language and culture as they are presented in textbooks. Researchers focus on examining the implications of these themes on student learning outcomes, the teaching strategies employed by educators when utilizing textbooks, and how textbooks are integrated with other educational resources in classroom settings. This research theme, centered on language and culture, reflects the high regard held by the international educational community of the significance of education.

In contrast, China focuses on themes such as illustrations, digital textbooks, and core competencies. With the rapid development of information technology and the continuous advancement of educational reforms, textbook research in China pays more attention to the development and application of digital textbooks, the role of illustrations in textbooks, and how to cultivate students’ core competencies. These themes reflect the developmental needs and characteristics of Chinese education in the context of new curriculum reforms.

4.4. Disparity in the Potential Development of Textbook Research

The final research question addressed the different future development trajectories for textbook research in China and internationally. International textbook research is likely to continue concentrating on directions such as policy, strategy, and representation. As global educational competition intensifies and educational policies are constantly adjusted, research on textbooks will focus more on the impact of educational policies on textbook content and usage, as well as how to formulate effective textbook development strategies. At the same time, the international community’s focus on cultural diversity and representation will prompt textbook research to focus more on the reflection of different cultures in textbooks.

In China, on the other hand, cultivating a sense of national identity among students is one of the crucial goals of education, and China’s textbook research is likely to continue playing a pivotal role in this area. Additionally, the development of digital textbooks will remain a key topic in China’s textbook research. Exploring how to better utilize digital technology to enhance the quality and teaching effectiveness of textbooks is key to the future development of digital textbooks. Lastly, visual representations, including illustrations, photographs, and videos, will remain a key topic in China’s textbook research. Ensuring that textbook research embraces sustainability—by incorporating long-lasting digital and visual tools—can further enhance both the quality and accessibility of educational materials in the future.

In summary, this study takes the lead in applying bibliometric analysis in the field of textbook research, revealing the distinct characteristics of domestic and international textbook studies. It provides valuable insights for comparative studies of textbooks worldwide. This review conducts a comparative analysis of the research forces, focal topics, and developmental trends of domestic and international textbook research over the past decade. It enables educational practitioners to deeply understand the diverse features of textbook research and facilitates a more effective comprehension of the differences between domestic and international textbook studies. Through its comparative analysis of research topics, this study clarifies the areas that have been extensively explored. It empowers educational researchers to select appropriate research directions and continuously refine and advance educational strategies rooted in textbook research. Furthermore, the analysis of frontiers reveals current focal areas in domestic and international textbook research, sparking curiosity among educational practitioners and researchers and catalyzing in-depth studies and innovation. These insights pave the way for the development of textbook research, the deepening of international understanding, and the promotion of the harmonious global development of textbooks, contributing to sustainable educational practices worldwide.

5. Limitations and Future Research

Using the knowledge visualization software CiteSpace, we have mapped textbook research across three dimensions: research trends, author and institutional co-occurrence, and thematic presentation. These maps illuminate the differences between Chinese and international textbook research over the past decade, thereby providing valuable insights into future trends in textbook research.

5.1. Establishing a Systematic Research Framework for Textbooks

An analysis of the distribution of the research literature over time reveals significant differences in textbook research trends between domestic and international contexts. Internationally, textbook research has experienced steady growth and has already formed a well-recognized research system that continues to draw increasing attention from the academic community. In contrast, China’s textbook research has been profoundly influenced by curriculum reforms and textbook revisions, with notable milestones in 2011 and 2017, leading to a rise in related research for the subsequent 2–3 years, followed by a gradual decline. The main reason for this discrepancy is the strong influence of macro-level policies and national agendas on China’s textbook research, particularly at the primary and secondary education levels. As a result, academic exploration in this field has been significantly constrained. Looking ahead, it is essential to establish a systematic and independent framework for textbook research to ensure its sustainable and stable development.

5.2. Forming a Textbook Research Community

The co-occurrence maps of authors and institutions reveal that both domestic and international textbook research teams and organizations display a “clustering” characteristic. International co-occurrence maps display broader author teams, which form a multi-core structure across various disciplines, including educational psychology, mathematics education, science education, and linguistics. This indicates that textbook research is not limited to education scholars alone but rather involves interdisciplinary collaboration to advance the field globally. In contrast, China’s textbook research teams are more centralized, with a concentrated focus on a few core researchers, such as Professor Shi Ou, whose team holds a dominant position in the field. Other teams remain fragmented, lacking a cohesive academic community. Additionally, while domestic textbook research originates from universities, research institutes, and publishers, international textbook research is primarily conducted within universities, which indicates a somewhat narrower institutional base. Moving forward, fostering collaboration among universities, research institutes, and publishers is crucial to establishing a robust academic community and enhancing the quality of textbook research. Such collaboration will ensure the sustainable growth and development of the field by integrating diverse perspectives and resources.

5.3. Integrating Localized Elements into Textbook Research

Keyword co-occurrence maps enable us to grasp the cutting-edge trends in textbook research and examine the disparities between domestic and international studies. In terms of textbook characteristics, Chinese research strongly emphasizes cultivating critical thinking and lifelong learning, reflecting the close connections between textbook research, national education policies, and socio-cultural development. In contrast, international textbook research focuses more on promoting education for sustainable development and incorporating global cultural elements.

Subject-specific research also shows differences: Chinese studies have achieved significant results in language and history, while international research is more focused on subjects like mathematics and chemistry. Moreover, with the rise of big data, quantitative research methods were adopted earlier and more extensively in international studies, resulting in a more scientific and accessible approach to textbook research. Regarding cultural content, there are distinct differences in how textbooks address cultural heritage and value systems. China’s textbooks typically reflect a more traditional and explicit cultural narrative. In contrast, international textbooks tend to promote egalitarian and liberal cultural values. This difference highlights how textbooks both reflect and shape societal values, underscoring the critical role of education in fostering cultural understanding and a respect for diversity. Therefore, future textbook research should not only draw from the experiences of leading nations such as the United States, Japan, and Germany but also integrate localized elements to promote the sustainable development of textbook studies.

However, this study is subject to certain limitations. In terms of data sources, although WoS and the CNKI are highly representative and authoritative databases domestically and internationally, they do not fully cover all research, particularly in terms of studies on textbooks in specific regions. This limitation affects the generalizability of the conclusions and highlights the need for future research to incorporate additional databases or regional sources to achieve a more comprehensive view of global textbook research. Additionally, this study did not collect data on certain factors, such as publication lengths, research topics (beyond burst keywords), or the educational levels covered in the articles. Future studies could address this gap to provide richer insights into cultural comparisons and reveal more nuanced differences in educational priorities. The broad category of “international textbook research” presents further limitations, as it aggregates research across diverse linguacultures, each with distinct educational philosophies and practices that may not be fully represented in a single category. To account for these differences, future studies could segment international textbook research into specific regional or cultural groups. Regarding the time frame, this study’s data collection only includes textbook research from recent years, potentially overlooking the long-term impact of earlier studies. As textbooks represent an actively evolving and theoretically rich field with deep historical roots, extending the timeline to include earlier research would offer insights into how the content and priorities of textbooks have shifted over time.

Given these limitations, future textbook research should continue to monitor textbook development in China and internationally, employing a broader range of data sources and content indicators. Such research would foster a more thorough understanding of global and regional educational needs, supporting mutual learning and collaborative advancements that contribute to the scientific and sustainable development of textbook research.