The rapid evolution of digital learning necessitates a comprehensive understanding of how technology shapes curriculum development. This study maps the research landscape of Digital Course Design (DCD) in the e-learning era through bibliometric analysis of 791 Scopus-indexed documents (2014–2024). Using VOSviewer, we visualized collaboration networks, thematic clusters, and citation trends. Findings reveal a surge in DCD research post-2019, driven by the COVID-19 pandemic, with dominant themes including adaptive learning, AI-driven personalization, and immersive technologies (VR/AR). Key contributors include Universiti Teknologi Malaysia and South China Normal University, though regional disparities in research focus persist (e.g., technical innovation in Asia vs. digital competencies in the West). The study highlights critical gaps in equitable access and pedagogical integration of technology, calling for future research on AI-enhanced MOOCs, inclusive design frameworks, and cross-disciplinary collaboration to bridge theory–practice divides.