Abstract
The purpose of this work is to systematically analyze the main directions, thematic structure, and scientific field of global scientific research on pedagogy and competence, based on Scopus data. The study includes 3876 scientific documents published between 2006 and 2024 containing the keywords “pedagogy” and “competence”. Using the Bibliometrix and Biblioshiny tools, the thematic structure of publications, frequency indicators, co-occurrence networks, strategic maps, and conceptual keyword clusters were analyzed. According to the results, the research field was grouped into three main areas: medical education, which studies clinical and professional competence; pedagogical areas, which include higher education, teaching methods, and professional development; and digital learning, e-learning, and information technology-based competence research. Cluster and thematic analyses showed that pedagogical competence is interdisciplinary, that is, it develops through the interconnections among the fields of education, medicine, psychology, and digital technologies. The study systematizes global scientific directions in the field of pedagogy and competence and assesses the relevance of future problems, such as digital competence, intercultural competence, and the effectiveness of competency-based curricula.