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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:

The problems of ‘competence’ and alternatives from the Scandinavian perspective ofBildung
Ilmi Willbergh
Journal of Curriculum Studies (2015) Vol. 47, Iss. 3, pp. 334-354
Closed Access | Times Cited: 138

Showing 1-25 of 138 citing articles:

Use of the concept ofBildungin the international science education literature, its potential, and implications for teaching and learning
Jesper Sjöström, Nadja Frerichs, Vânia Gomes Zuin, et al.
Studies in Science Education (2017) Vol. 53, Iss. 2, pp. 165-192
Open Access | Times Cited: 129
National curricula in Norway and Finland: The role of learning outcomes
Christina Elde Mølstad, Berit Karseth
European Educational Research Journal (2016) Vol. 15, Iss. 3, pp. 329-344
Open Access | Times Cited: 128
Narrow identity resources for future students: the 21st century skills movement encounters the Norwegian education policy context
Line Torbjørnsen Hilt, Hanne Riese, Gunn Elisabeth Søreide
Journal of Curriculum Studies (2018) Vol. 51, Iss. 3, pp. 384-402
Open Access | Times Cited: 81
Contemporary curriculum theorizing: crisis and resolution
Zongyi Deng
Journal of Curriculum Studies (2018) Vol. 50, Iss. 6, pp. 691-710
Open Access | Times Cited: 64
A Didactic Model of Sustainability Commitment
Johan Öhman, Louise Sund
Sustainability (2021) Vol. 13, Iss. 6, pp. 3083-3083
Open Access | Times Cited: 41
Estetiske læringsprosesser i grunnskolelærerutdanningens engelskfag
Ken R. Hanssen
Norsk pedagogisk tidsskrift (2025) Vol. 109, Iss. 1, pp. 3-13
Closed Access
Klafki’s critical-constructive Didaktik and the epistemology of critical thinking
Erik Ryen
Journal of Curriculum Studies (2019) Vol. 52, Iss. 2, pp. 214-229
Open Access | Times Cited: 48
Teaching through TikTok: a duoethnographic exploration of pedagogical approaches using TikTok in higher dance education in China and Norway during a global pandemic
Tuomeiciren Heyang, Rose Martin
Research in Dance Education (2022) Vol. 25, Iss. 3, pp. 343-358
Open Access | Times Cited: 23
Competence-Oriented Curricula and the Promotion of Bildung: the example of philosophy teaching in Norway
Pedro Vincent Dias Bergheim
Journal of Curriculum Studies (2025), pp. 1-14
Closed Access
8. ‘She is Not the King.’ Starting Point Activities to Foster Critical Thinking in Primary Classrooms
Hilde Tørnby, Erik Ryen
Scandinavian University Press eBooks (2025), pp. 174-191
Closed Access
Complex outcomes of recontextualised history: comparing lower secondary national curricula in Sweden, England and Finland
Amna Khawaja, Mikko Puustinen, Arthur Chapman, et al.
Journal of Curriculum Studies (2025), pp. 1-20
Open Access
Content, Joseph Schwab and GermanDidaktik
Zongyi Deng
Journal of Curriculum Studies (2015) Vol. 47, Iss. 6, pp. 773-786
Closed Access | Times Cited: 49
Curriculum on the European policy agenda: Global transitions and learning outcomes from transnational and national points of view
Kirsten Sivesind, Ninni Wahlström
European Educational Research Journal (2016) Vol. 15, Iss. 3, pp. 271-278
Open Access | Times Cited: 40
Youth purpose, meaning in life, social support and life satisfaction among adolescents in Singapore and Israel
Mary Anne Heng, Gavin W. Fulmer, Ina Blau, et al.
Journal of Educational Change (2020) Vol. 21, Iss. 2, pp. 299-322
Closed Access | Times Cited: 34
Bringing knowledge back in: perspectives from liberal education
Zongyi Deng
Cambridge Journal of Education (2017) Vol. 48, Iss. 3, pp. 335-351
Open Access | Times Cited: 33
The unfinished business of defining competences for 21st century curricula—a systematic research review
Armend Tahirsylaj, Daniel Sundberg
Curriculum Perspectives (2020) Vol. 40, Iss. 2, pp. 131-145
Open Access | Times Cited: 30
Reframing curriculum for religious education
David Lewin, Janet Orchard, Kate Christopher, et al.
Journal of Curriculum Studies (2023) Vol. 55, Iss. 4, pp. 369-387
Open Access | Times Cited: 9
Possibilities and Challenges in Education for Sustainable Development: The Case of Higher Education
Ylva Uggla, Linda Soneryd
Journal of Education for Sustainable Development (2023) Vol. 17, Iss. 1, pp. 63-77
Open Access | Times Cited: 9
Promoting history subject skills through competency-based assessment in Tanzania rural secondary schools: Teachers’ understanding and practices
Eunice Ndomondo
Social Sciences & Humanities Open (2024) Vol. 9, pp. 100876-100876
Open Access | Times Cited: 3
Can we please stop talking about 'Bildung'—and for that matter, too, 'the Humboldtian university'?
Ronald Barnett
Journal of Praxis in Higher Education (2024) Vol. 6, Iss. 3, pp. 45-66
Open Access | Times Cited: 3
From labour market to labour process: finding a basis for curriculum in TVET
Jeanne Gamble
International Journal of Training Research (2016) Vol. 14, Iss. 3, pp. 215-229
Closed Access | Times Cited: 27
Embedding Chemistry Education into Environmental and Sustainability Education: Development of a Didaktik Model Based on an Eco-Reflexive Approach
Jaana Herranen, Merve Yavuzkaya, Jesper Sjöström
Sustainability (2021) Vol. 13, Iss. 4, pp. 1746-1746
Open Access | Times Cited: 22
Teaching in the age of accountability: restrained by school culture?
Turid Skarre Aasebø, Jorunn H. Midtsundstad, Ilmi Willbergh
Journal of Curriculum Studies (2015) Vol. 49, Iss. 3, pp. 273-290
Open Access | Times Cited: 26
An assessment of how scientific literacy-related aims are actualised in the National Primary Science curricula in China and Finland
Wang Yan, Jari Lavonen, Kirsi Tirri
International Journal of Science Education (2019) Vol. 41, Iss. 11, pp. 1435-1456
Closed Access | Times Cited: 25
Social and emotional skills in curriculum reform: a red line for measurability?
Frode Restad, Christina Elde Mølstad
Journal of Curriculum Studies (2020) Vol. 53, Iss. 4, pp. 435-448
Open Access | Times Cited: 22
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