A bibliometric analysis of shadow education in Asia: Private supplementary tutoring and its implications


Hajar A. Karakus M.
July 2024Elsevier Ltd

International Journal of Educational Development
2024#108

This study examines shadow education research in Asia using bibliometric indicators and Scopus data. It uncovers this fields leading scholars, scientific origins, and progression through various analyses, including co-citation, bibliographic coupling, co-authorship, and co-occurrence. H-classics publications are also reviewed to highlight impactful contributions. Mark Bray was identified as a key figure, and China, Hong Kong, and South Korea emerged as leading contributors, forming collaborative networks. Network analysis reveals thematic clusters aligning with diverse dimensions of shadow education, including economic, sociological, political, linguistic, and psychological aspects. The main themes in the corpus include the tangible benefits of private supplementary tutoring (PT) in achieving high scores during critical educational transitions, the impact of PT on the dynamics of mainstream schooling as demonstrated by the behaviour of some tutees and teachers, and the role of PT in exacerbating educational and social inequalities in Asia. Concerns about corruption in tutoring practices are also noted. This study depicts the multifaceted nature of shadow education, emphasising the importance of considering the soft benefits of PT and enhancing the quality of teaching in mainstream schooling, as well as implementing effective PT regulatory measures.

Asia , Bibliometric analysis , Comparative education , Private supplementary tutoring , Shadow education

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Graduate School of Education, Nazarbayev University, ROOM: 5028, Astana, Kazakhstan
Research Centre for Global Learning, Coventry University, 5 Whitefriars St, Coventry, CV1 2DS, United Kingdom

Graduate School of Education
Research Centre for Global Learning

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