Telegram Research and Its Educational Applications: A Bibliometric Analysis and Systematic Review

Abstract

Telegram has evolved from a general-purpose messaging app into an increasingly popular educational tool, yet research on its educational use remains fragmented. This study combines a bibliometric analysis and a systematic review, following PRISMA 2020, to map the global research landscape on Telegram and synthesise evidence on its educational applications and learning outcomes. Records were retrieved from Scopus, Web of Science Core Collection, PubMed, ERIC and IEEE Xplore; 1,018 records were analysed bibliometrically and 23 studies were included in the systematic review. The bibliometric results show that research on Telegram has grown markedly since 2020, forming a multidisciplinary field linking educational technology, language learning, social media, health communication and artificial intelligence. Research output is concentrated in a few, mainly Asian, countries, with limited international collaboration, and education-focused journals achieved higher citation impact than the dominant computer-science conference series. The reviewed studies show that Telegram has been used mainly in higher education and English language learning, where groups, channels, multimedia sharing and chatbots enhanced interaction, engagement, motivation and collaboration. Quasi-experimental studies reported better vocabulary, reading and writing outcomes than traditional instruction, although small samples, short interventions and self-reported measures limit the evidence. Overall, Telegram's educational value appears to lie in the collaborative pedagogy it enables rather than in the technology itself.