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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

School learning support for teacher technology integration from a self-determination theory perspective
Thomas K. F. Chiu
Educational Technology Research and Development (2022) Vol. 70, Iss. 3, pp. 931-949
Open Access | Times Cited: 28

Showing 1-25 of 28 citing articles:

A phenomenographic approach on teacher conceptions of teaching Artificial Intelligence (AI) in K-12 schools
King Woon Yau, Ching Sing Chai, Thomas K. F. Chiu, et al.
Education and Information Technologies (2022) Vol. 28, Iss. 1, pp. 1041-1064
Open Access | Times Cited: 87
Transformational leadership for technology integration in schools: Empowering teachers to use technology in a more demanding way
Maria-Luisa Schmitz, Chiara Antonietti, Tessa Consoli, et al.
Computers & Education (2023) Vol. 204, pp. 104880-104880
Open Access | Times Cited: 46
A self-determination theory approach to teacher digital competence development
Thomas K. F. Chiu, Garry Falloon, Yanjie Song, et al.
Computers & Education (2024) Vol. 214, pp. 105017-105017
Open Access | Times Cited: 23
Teachers’ motivation and engagement to harness generative AI for teaching and learning: The role of contextual, occupational, and background factors
Rebecca J. Collie, Andrew J. Martin
Computers and Education Artificial Intelligence (2024) Vol. 6, pp. 100224-100224
Open Access | Times Cited: 11
Developing and validating an AI-supported teaching applications’ self-efficacy scale
Chun-Mei Chou, Tsu-Chi Shen, Tsu-Chuan Shen, et al.
Research and Practice in Technology Enhanced Learning (2024) Vol. 19, pp. 035-035
Open Access | Times Cited: 4
An online community of practice for teacher professional development on technology integration as cognitive tools in mathematics teaching
Dicle Çolpan Güngördü, Zahide Yıldırım
Education and Information Technologies (2025)
Closed Access
Undergraduate students’ satisfaction with flexible learning in humanities and health during COVID-19: An application of self-determination theory
Fatima M. M. Hasan, Moayad A. Wahsheh, Zeinab M. Hassan
International Review of Education (2025)
Closed Access
How do vocational teachers use technology? The role of perceived digital competence and perceived usefulness in technology use across different teaching profiles
Alberto Cattáneo, Chiara Antonietti, Martina Rauseo
Vocations and Learning (2025) Vol. 18, Iss. 1
Open Access
Digital technology: Level of replacement, amplification, and transformation of instructional practices among Filipino-American educators
Marvin Cadornigara
International Journal of Research Studies in Education (2025) Vol. 14, Iss. 5
Closed Access
Visionary Leadership and AI in Educational Technology
Dawood Ahmad, Laila Mohebi
Advances in computational intelligence and robotics book series (2025), pp. 15-30
Closed Access
Technology-Enhanced Pedagogy in Physical Education: Bridging Engagement, Learning, and Lifelong Activity
Alexandra Martín-Rodríguez, Rubén Madrigal-Cerezo
Education Sciences (2025) Vol. 15, Iss. 4, pp. 409-409
Open Access
A study on the influencing factors of university students’ online persistent learning supported by intelligent technology in the post-pandemic era: an empirical study with PLS-SEM
Gaojun Shi, Jiaping Li, Junfeng Yang
Interactive Learning Environments (2023) Vol. 32, Iss. 9, pp. 4789-4811
Closed Access | Times Cited: 10
Teachers’ Generative AI Self-Efficacy, Valuing, and Integration at Work: Examining Job Resources and Demands
Rebecca J. Collie, Andrew J. Martin, Dragan Gašević
Computers and Education Artificial Intelligence (2024), pp. 100333-100333
Open Access | Times Cited: 3
Students’ Academic Achievement and Satisfaction in a Blended Learning Community of College English in China: A Quasi-experimental Study
Ling Li
SAGE Open (2022) Vol. 12, Iss. 3
Open Access | Times Cited: 12
Predictive Relationships Among Teachers’ Perceived Supervisor Learning Support, Psychological Needs Satisfaction, Use of Technology and Job Satisfaction
Thaslim Begum Aiyoob, Ai Noi Lee, Youyan Nie
The Asia-Pacific Education Researcher (2024) Vol. 34, Iss. 2, pp. 591-604
Closed Access | Times Cited: 2
Unlocking the magic of digital adaptivity: Unleashing students' writing skills and self-determination motivation through digital literacy instruction
Hanieh Shafiee Rad, Javad Alipour, Aliakbar Jafarpour, et al.
System (2024) Vol. 125, pp. 103454-103454
Closed Access | Times Cited: 2
The impact of TPACK on teachers’ willingness to integrate generative artificial intelligence (GenAI): The moderating role of negative emotions and the buffering effects of need satisfaction
Yiming Yang, Qi Xia, C. C. Liu, et al.
Teaching and Teacher Education (2024) Vol. 154, pp. 104877-104877
Closed Access | Times Cited: 2
The potential of extended reality in Rural Education’s future – perspectives from rural educators
Xining Wang, Gareth W. Young, Muhammad Zahid Iqbal, et al.
Education and Information Technologies (2023) Vol. 29, Iss. 7, pp. 8987-9011
Open Access | Times Cited: 6
How school support and teacher perception affect teachers’ technology integration: A multilevel mediation model analysis
Weipeng Shen, Xiao‐Fan Lin, Thomas K. F. Chiu, et al.
Education and Information Technologies (2024)
Closed Access | Times Cited: 1
The sustainable practice of education fairness in China: The influence of college students’ perceptions of senior teachers' support on students’ well-being
Jian‐Hong Ye, Weiguaju Nong, Jhen-Ni Ye, et al.
Environment and Social Psychology (2024) Vol. 9, Iss. 8
Open Access | Times Cited: 1
Exploring the influence of teachers’ motivating styles on college students’ agentic engagement in online learning: The mediating and suppressing effects of self-regulated learning ability
Suqi Li, Xu Ke-Xue, Jun Huang
Humanities and Social Sciences Communications (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 4
Management Support and Acceptance of the Implementation of Classroom Technology Integration Among Private School Teachers
Ricardo Pasi, Juanito Jr. Gabutan, Joel D. Potane
Journal of interdisciplinary perspectives (2024), Iss. 7, pp. 236-243
Open Access
Teacher motivating styles and undergraduates’ self-regulation of their online learning experience
S Y Wang, Thomas K. F. Chiu, Li Zhao, et al.
Distance Education (2024), pp. 1-20
Closed Access
University-related Factors in Technology Integration: A Quantitative Study in East Coast of China

Asian Journal of University Education (2024) Vol. 20, Iss. 2, pp. 357-368
Open Access
The mediating role of meaning in work in promoting teachers’ technology integration
Dholina Inang Pambudi, Suyatno Suyatno, Wantini Wantini, et al.
Frontiers in Education (2024) Vol. 9
Open Access
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