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Global Trend and Typologies of Common Pedagogies of Teaching Pupils with Visual Impairments in Integrated Primary Schools: A Bibliometric Analysis

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  • Daniel Ndhlovu

    (Department of Education Psychology, Sociology, and Special Education University of Zambia)

  • Jumanne K. Bunju

    (Department of Education Foundation and Continuing Education the University of Dodoma)

  • Walter C. Millanzi

    (Department of Nursing Management and Education the University of Dodoma)

Abstract

Pedagogies of teaching students with disabilities are significant in education. But there is limited information on the trend and types of pedagogies for teaching pupils with visual impairments. The focus of this paper was to conduct a bibliometric study on the global trends in research about Common Pedagogies of Teaching Pupils with Visual Impairments in Integrated Primary Schools from 2015 to 2024. Bibliometric analysis was employed to analyse the situation using VOSviewer 1.6.20 software to establish visualization networks. The results indicate that publications on pedagogies of teaching for developing countries were very low linked to developed countries. There is a need for integrated primary schools to propose and design a framework that guides the selection of the best pedagogies of teaching pupils with visual impairments by considering their needs. Systematic reviews conducted by integrated primary schools in different contexts may offer more insight into choosing the best teaching pedagogies for PwVI to foster access to education.

Suggested Citation

  • Daniel Ndhlovu & Jumanne K. Bunju & Walter C. Millanzi, 2025. "Global Trend and Typologies of Common Pedagogies of Teaching Pupils with Visual Impairments in Integrated Primary Schools: A Bibliometric Analysis," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(5), pages 2255-2273, May.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-5:p:2255-2273
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