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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:

Climate Change Education: A New Approach for a World of Wicked Problems
Anna Lehtonen, Arto O. Salonen, Hannele Cantell
Springer eBooks (2018), pp. 339-374
Closed Access | Times Cited: 114

Showing 1-25 of 114 citing articles:

Climate change education: the problem with walking away from disciplines
Efrat Eilam
Studies in Science Education (2022) Vol. 58, Iss. 2, pp. 231-264
Open Access | Times Cited: 79
What Triggers Climate Action: The Impact of a Climate Change Education Program on Students’ Climate Literacy and Their Willingness to Act
Miloslav Kolenatý, Roman Kroufek, Jan Činčera
Sustainability (2022) Vol. 14, Iss. 16, pp. 10365-10365
Open Access | Times Cited: 71
Pedagogical innovation and curricular adaptation in enhancing digital literacy: A local wisdom approach for sustainable development in Indonesia context
Asmayawati Asmayawati, Yufiarti Yufiarti, Elindra Yetti
Journal of Open Innovation Technology Market and Complexity (2024) Vol. 10, Iss. 1, pp. 100233-100233
Open Access | Times Cited: 23
Educating for resilience: parent and teacher perceptions of children’s emotional needs in response to climate change
Cambry Baker, Susan Clayton, E.J.W. Bragg
Environmental Education Research (2020) Vol. 27, Iss. 5, pp. 687-705
Closed Access | Times Cited: 101
Escape rooms as tools for climate change education: an exploration of initiatives
Tania Ouariachi, Elving J. L. Wim
Environmental Education Research (2020) Vol. 26, Iss. 8, pp. 1193-1206
Open Access | Times Cited: 71
A cross-country comparison of climate change in middle school science and geography curricula
Vaille Dawson, Efrat Eilam, Sakari Tolppanen, et al.
International Journal of Science Education (2022) Vol. 44, Iss. 9, pp. 1379-1398
Open Access | Times Cited: 55
Educators’ experiences and strategies for responding to ecological distress
Blanche Verlie, Emily Clark, Tamara R. Jarrett, et al.
Australian Journal of Environmental Education (2020) Vol. 37, Iss. 2, pp. 132-146
Closed Access | Times Cited: 57
The climate crisis as a driver for pedagogical renewal in higher education
Tristan McCowan
Teaching in Higher Education (2023) Vol. 28, Iss. 5, pp. 933-952
Open Access | Times Cited: 22
“We’re fighting for our lives”: Centering affective, collective and systemic approaches to climate justice education as a youth mental health imperative
Maria Vamvalis
Research in Education (2023) Vol. 117, Iss. 1, pp. 88-112
Open Access | Times Cited: 18
A Theory of Planetary Social Pedagogy
Arto O. Salonen, Erkka Laininen, Jüha Hämäläinen, et al.
Educational Theory (2023) Vol. 73, Iss. 4, pp. 615-637
Open Access | Times Cited: 18
Climate change education in school: knowledge, behavior and attitude
Vanessa Tibola da Rocha, Luciana Brandli, Rosa Maria Locatelli Kalil
International Journal of Sustainability in Higher Education (2020) Vol. 21, Iss. 4, pp. 649-670
Closed Access | Times Cited: 37
The impact of digital economy development on carbon emissions -- based on the Yangtze River Delta urban agglomeration
Qifen Zha, Chuan Huang, Sonia Kumari
Frontiers in Environmental Science (2022) Vol. 10
Open Access | Times Cited: 21
Analysis of Students’ Climate Change Learning Using the Affective Domain of Learning
Tomas Jr A. Diquito, Alliesa R. Acuña, Jolai R. Garcia, et al.
Revista de Gestão Social e Ambiental (2024) Vol. 18, Iss. 6, pp. e05908-e05908
Open Access | Times Cited: 4
Wicked Problems for Archaeologists
John Schofield
Oxford University Press eBooks (2024)
Closed Access | Times Cited: 4
Relationality and resilience: Environmental education in a time of pandemic and climate crisis
Eulito V. Casas, Miah Maye M. Pormon, J. J. Manus, et al.
The Journal of Environmental Education (2021) Vol. 52, Iss. 5, pp. 314-324
Open Access | Times Cited: 24
Intolerance of Ambiguity Mediates the Links Between Systems Thinking With Dichotomous Thinking and Attributional Complexity in a Canadian Sample
Adam C. Davis, Mirella L. Stroink
Systems Research and Behavioral Science (2025)
Closed Access
Examining STEM pre-service teachers’ perceptions of climate change education: insights from Morocco
Hajar Idrissi
Environmental Education Research (2025), pp. 1-20
Closed Access
Envisioning educational pathways for climate change competencies: Insights from a Delphi study
Janne J. Salovaara, Veli-Matti Vesterinen, Joula Siponen
The Journal of Environmental Education (2025), pp. 1-13
Open Access
Indigenizing climate change adaptation education in a developing country context: what are the key drivers?
Ernest L. Molua, Marcellus Forh Mbah, Petra Molthan‐Hill, et al.
Experimental Agriculture (2025) Vol. 61
Closed Access
Climate Change Denial
Déborah Barros Leal Farias
Oxford University Press eBooks (2025)
Closed Access
Indigenizing Education for Climate Management in Cameroon
Ernest L. Molua, Francis E. Ndip, Marco Alberto Nanfouet, et al.
(2025), pp. 269-295
Closed Access
Climate Change Education in Africa: Setting the Scene
Marcellus Forh Mbah, Petra Molthan‐Hill, Ernest L. Molua
(2025), pp. 3-18
Closed Access
Strategies to Train Climate Change Issue-Oriented Teaching Skills for Pre-Service Science Teachers
Joko Sıswanto, Tika Wulandari, Choirul Huda, et al.
KnE Social Sciences (2025) Vol. 10, Iss. 9, pp. 467-475
Open Access
Redefining assessment for sustainability: a reflective approach to curriculum transformation in environmental education
Ojochenemi J. David
Frontiers in Education (2025) Vol. 10
Open Access
Problématologie des questions socialement vives. Repères épistémologiques pour l’école
Michel Fabre
Revue française de pédagogie (2021), Iss. 210, pp. 89-99
Closed Access | Times Cited: 21
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