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OpenAlex Citation Counts

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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:

In search of artificial intelligence (AI) literacy in teacher education: A scoping review
Katarina Sperling, Carl-Johan Stenberg, Cormac McGrath, et al.
Computers and Education Open (2024) Vol. 6, pp. 100169-100169
Open Access | Times Cited: 57

Showing 1-25 of 57 citing articles:

Combining human and artificial intelligence for enhanced AI literacy in higher education
Anastasia Olga Tzirides, Gabriela C. Zapata, Nikoleta Polyxeni ‘Paulina’ Kastania, et al.
Computers and Education Open (2024) Vol. 6, pp. 100184-100184
Open Access | Times Cited: 16
From Technology‐Challenged Teachers to Empowered Digitalized Citizens: Exploring the Profiles and Antecedents of Teacher AI Literacy in the Chinese EFL Context
Ziwen Pan, Yongliang Wang
European Journal of Education (2025) Vol. 60, Iss. 1, pp. 1-16
Closed Access | Times Cited: 2
Perceived support and AI literacy: the mediating role of psychological needs satisfaction
Yanyan Shen, Wencheng Cui
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 8
Generative AI chatbots in higher education: a review of an emerging research area
Cormac McGrath, Alexandra Farazouli, Teresa Cerratto Pargman
Higher Education (2024)
Open Access | Times Cited: 8
Cypriot teachers’ digital skills and attitudes towards AI
Maria Kasinidou, Styliani Kleanthoys, Jahna Otterbacher
Discover Education (2025) Vol. 4, Iss. 1
Open Access
Developing Teachers' AI Literacy Through Professional Development
Jared M. Valenzuela
Advances in higher education and professional development book series (2025), pp. 215-244
Closed Access
Exploring pre-service English language teachers’ readiness for AI-integrated language instruction
Zekiye Özer‐Altınkaya, Ramazan Yetkin
Pedagogies An International Journal (2025), pp. 1-17
Closed Access
Afterwords
Alexandra Okada
Advanced information and knowledge processing (2025), pp. 155-166
Closed Access
The Role of Teachers in an AI-Enhanced Educational Landscape
Tarun Kumar Vashishth, Vikas Sharma, M. K. Sharma, et al.
Advances in educational technologies and instructional design book series (2025), pp. 231-264
Closed Access
Understanding GAI risk awareness among higher vocational education students: An AI literacy perspective
Helen Wu, Dantong Li, Xiaolan Mo
Education and Information Technologies (2025)
Closed Access
STEM teachers' perceptions, familiarity, and support needs for integrating generative artificial intelligence in K‐12 education
Yin Hong Cheah, Juhee Kim
School Science and Mathematics (2025)
Closed Access
Exploring EFL Students’ AI Literacy in Academic Writing: Insights into Familiarity, Knowledge and Ethical Perceptions
Zakir Hossain, Özgür Çelik, Gökhan Hınız
Kuramsal Eğitimbilim (2025) Vol. 18, Iss. 1, pp. 157-181
Open Access
The artificial intelligence literacy (AIL) scale for teachers: A tool for enhancing AI education
Bilal Younis
Journal of Digital Learning in Teacher Education (2025) Vol. 41, Iss. 1, pp. 37-56
Closed Access
Teachers' perceptions on the introduction of Generative AI in schools: A mixed-method study on the opinions of 1,223 teachers in the Veneto Region, Italy
Corrado Petrucco, Francesca Favino, Alessandro Conte
EDUCATION SCIENCES AND SOCIETY (2025), Iss. 2, pp. 17-37
Closed Access
From Gretel to Strudelcity: Empowering Teachers Regarding Generative AI for Enhanced AI Literacy with CollectiveGPT
Benedikt Brünner, Sandra Schön, Martin Ebner
Education Sciences (2025) Vol. 15, Iss. 2, pp. 206-206
Open Access
Fostering AI literacy in pre-service physics teachers: inputs from training and co-variables
Aigerim Abdulayeva, Назым Жанатбекова, Yerlan S. Andasbayev, et al.
Frontiers in Education (2025) Vol. 10
Open Access
Von der Hochschule ins Klassenzimmer: Die Rolle der KI in der Lehrer:innenbildung
Nora Cechovsky, Claudia Malli-Voglhuber
Zeitschrift für Hochschulentwicklung (2025) Vol. 20, Iss. SH-KI-2, pp. 143-164
Open Access
Moroccan Teachers’ Perceptions About Integrating Historical Contexts and AI in the Seamless Transition from Classical to Quantum Mechanics
Mohammed Daoudi
African Journal of Research in Mathematics Science and Technology Education (2025), pp. 1-20
Closed Access
Fostering language student teachers’ transformative agency for embracing GenAI: A formative intervention
Hongzhi Yang, Lina Markauskaitė
Teaching and Teacher Education (2025) Vol. 159, pp. 104980-104980
Open Access
AI‐Enhanced Training, Education, & Development: Exploration and Insights Into Generative AI's Role in Leadership Learning
Daniel Jenkins, Gulshan Lal Khanna
Journal of Leadership Studies (2025)
Closed Access
Development and validation of the Artificial Intelligence Literacy Scale for Teachers (AILST)
Yimin Ning, Wenjun Zhang, D Yao, et al.
Education and Information Technologies (2025)
Closed Access
Preparing future educators for AI-enhanced classrooms: Insights into AI literacy and integration
Lucas Kohnke, Di Zou, Amy Wanyu Ou, et al.
Computers and Education Artificial Intelligence (2025), pp. 100398-100398
Open Access
AI Literacy in Teacher Education: Empowering Educators Through Critical Co-Discovery
Melis Dilek, Evrim Baran, Ezequiel Aleman
Journal of Teacher Education (2025)
Closed Access
Social-Emotional Learning and Generative AI: A Critical Literature Review and Framework for Teacher Education
Danah Henriksen, Edwin Creely, Natalie Gruber, et al.
Journal of Teacher Education (2025)
Closed Access
Define, Foster, and Assess Student and Teacher AI Literacy and Competency for All: Current Status and Future Research Direction
Thomas K. F. Chiu, Ismaila Temitayo Sanusi
Computers and Education Open (2024), pp. 100182-100182
Open Access | Times Cited: 4
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