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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:

Enhancing teacher AI literacy and integration through different types of cases in teacher professional development
Ai-Chu Elisha Ding, Lehong Shi, Haotian Yang, et al.
Computers and Education Open (2024) Vol. 6, pp. 100178-100178
Open Access | Times Cited: 24

Showing 24 citing articles:

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
Opportunities, Challenges and School Strategies for Integrating Generative AI in Education
Davy Tsz Kit Ng, Emily Chan, Chung Kwan Lo
Computers and Education Artificial Intelligence (2025), pp. 100373-100373
Open Access | Times Cited: 1
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 | Times Cited: 1
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: 5
Teachers' AI Readiness in Chinese as a Foreign Language Education: Scale Development and Validation
Nuoen Li, Yu Liang
System (2025), pp. 103597-103597
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
How do artificial intelligence literacy constructs work—based on a survey of university non-expert students
Weikang Lu, Chenghua Lin
Education and Information Technologies (2025)
Closed Access
Artificial intelligence professional development: a systematic review of TPACK, designs, and effects for teacher learning
Selçuk Doğan, Ümran Yazıcılar Nalbantoğlu, İsmail Çelik, et al.
Professional Development in Education (2025), pp. 1-28
Closed Access
Adopting AI in education: optimizing human resource management considering teacher perceptions
Iuliana Petronela Gârdan, Magdalena Beatrice Manu, Daniel Adrian Gârdan, et al.
Frontiers in Education (2025) Vol. 10
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
Integration of Artificial Intelligence in K-12: Analysis of a Three-Year Pilot Study
Boško Lišnić, Goran Zaharija, Saša Mladenović
AI (2025) Vol. 6, Iss. 3, pp. 49-49
Open Access
A new era in early childhood education (ECE): Teachers’ opinions on the application of artificial intelligence
Esra Betül Kölemen, Bekir Yıldırım
Education and Information Technologies (2025)
Open 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
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
Identifying Rural Elementary Teachers’ Perception Challenges and Opportunities in Integrating Artificial Intelligence in Teaching Practices
Angela Castro, Brayan Díaz, Cristián Aguilera, et al.
Sustainability (2025) Vol. 17, Iss. 6, pp. 2748-2748
Open Access
Artificial Intelligence in Teaching and Teacher Professional Development: A Systematic Review
Xiao Jian Tan, Gary Cheng, Man Ho Ling
Computers and Education Artificial Intelligence (2024), pp. 100355-100355
Open Access | Times Cited: 4
Advancing Inquiry-Based Learning Through Generative AI-Enabled Assessments
Muhammad Usman Tariq
Advances in educational marketing, administration, and leadership book series (2024), pp. 179-206
Closed Access | Times Cited: 3
Identifying ChatGPT-Generated Texts in EFL Students’ Writing: Through Comparative Analysis of Linguistic Fingerprints
Atsushi Mizumoto, Sachiko Yasuda, Yu Tamura
Applied Corpus Linguistics (2024), pp. 100106-100106
Open Access | Times Cited: 1


IAFOR Journal of Education (2024) Vol. 12, Iss. 2
Open Access
Artificial Intelligence Literacy Competencies for Teachers Through Self-Assessment Tools
Ieva Tenberga, Linda Daniela
Sustainability (2024) Vol. 16, Iss. 23, pp. 10386-10386
Open Access
Professional Development of University Educators in Artificial Intelligence: Current State
Renata Elsakova, Anna M. Markus
Vysshee Obrazovanie v Rossii = Higher Education in Russia (2024) Vol. 33, Iss. 11, pp. 73-94
Open Access
Research on the Dilemma and Solution of the Development of Artificial Intelligence Literacy among Normal Students
可 张
Advances in Education (2024) Vol. 14, Iss. 12, pp. 85-91
Closed Access
Harnessing Generative AI for Educator Professional Development
Steven M. Baule, Jordan S. O'Connell
Advances in educational technologies and instructional design book series (2024), pp. 77-114
Closed Access
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