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:
Do in-service teachers accept artificial intelligence-driven technology? The mediating role of school support and resources
Rethabile Rosemary Molefi, Musa Adekunle Ayanwale, Lehlohonolo Kurata, et al.
Computers and Education Open (2024) Vol. 6, pp. 100191-100191
Open Access | Times Cited: 14
Rethabile Rosemary Molefi, Musa Adekunle Ayanwale, Lehlohonolo Kurata, et al.
Computers and Education Open (2024) Vol. 6, pp. 100191-100191
Open Access | Times Cited: 14
Showing 14 citing articles:
Adoption of AI writing tools among academic researchers: A Theory of Reasoned Action approach
Mohammed A. Al‐Bukhrani, Yasser Alrefaee, Mohammed Tawfik
PLoS ONE (2025) Vol. 20, Iss. 1, pp. e0313837-e0313837
Open Access | Times Cited: 1
Mohammed A. Al‐Bukhrani, Yasser Alrefaee, Mohammed Tawfik
PLoS ONE (2025) Vol. 20, Iss. 1, pp. e0313837-e0313837
Open Access | Times Cited: 1
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
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
Development and validation of an attitudinal mathematics word problems scale for secondary school learners in Nigeria
Deborah O. Tobih, Musa Adekunle Ayanwale, Mdutshekelwa Ndlovu
International Journal of Educational Research Open (2025) Vol. 8, pp. 100440-100440
Closed Access
Deborah O. Tobih, Musa Adekunle Ayanwale, Mdutshekelwa Ndlovu
International Journal of Educational Research Open (2025) Vol. 8, pp. 100440-100440
Closed Access
Cooperative Education for Sustainability
Sereyrath Em, Buratin Khampirat
Practice, progress, and proficiency in sustainability (2025), pp. 75-92
Closed Access
Sereyrath Em, Buratin Khampirat
Practice, progress, and proficiency in sustainability (2025), pp. 75-92
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
Lucas Kohnke, Di Zou, Amy Wanyu Ou, et al.
Computers and Education Artificial Intelligence (2025), pp. 100398-100398
Open Access
Exploring the factors influencing the adoption of artificial intelligence technology by university teachers: the mediating role of confidence and AI readiness
Nannan Liu
BMC Psychology (2025) Vol. 13, Iss. 1
Open Access
Nannan Liu
BMC Psychology (2025) Vol. 13, Iss. 1
Open Access
Use of AI to improve the teaching-learning process in children with special abilities
Esteban Rodríguez Torres, Raúl Comas Rodríguez, Edwin Tovar Briñez
LatIA (2023) Vol. 1, pp. 21-21
Closed Access | Times Cited: 7
Esteban Rodríguez Torres, Raúl Comas Rodríguez, Edwin Tovar Briñez
LatIA (2023) Vol. 1, pp. 21-21
Closed Access | Times Cited: 7
Computer Competencies Needed for Implementing Artificial Intelligence in Special Education Schools from the Perspective of Pre-Service Teachers
Yasmeen Abu Mukh, Aysha Mohamad Abd-Rabo, Safia Tarteer
Trends in Higher Education (2024) Vol. 3, Iss. 3, pp. 602-622
Open Access | Times Cited: 1
Yasmeen Abu Mukh, Aysha Mohamad Abd-Rabo, Safia Tarteer
Trends in Higher Education (2024) Vol. 3, Iss. 3, pp. 602-622
Open Access | Times Cited: 1
Library and Information Science Professionals’ Awareness, Competencies, Institutional Support, and Application of AI-Powered Tools in Research Writing in South-South, Nigerian Universities
Nse Emmanuel Akwang, Posigha Bassil Ebiwolate
Asian Journal of Education and Social Studies (2024) Vol. 50, Iss. 7, pp. 451-466
Open Access
Nse Emmanuel Akwang, Posigha Bassil Ebiwolate
Asian Journal of Education and Social Studies (2024) Vol. 50, Iss. 7, pp. 451-466
Open Access
Examining Learning Anxiety in AI-Enhanced Educational Environments Among Urban Lecturers
Michael S. Christian, Ratlan Pardede, Kurnadi Gularso, et al.
(2024), pp. 1-5
Closed Access
Michael S. Christian, Ratlan Pardede, Kurnadi Gularso, et al.
(2024), pp. 1-5
Closed Access
Artificial Intelligence in Higher Educational Practice. Perspectives of Teacher and Students
Vilma Maribel García González, Dután Washington Oswaldo, Kenia Monserrate Cevallos Vélez, et al.
Lecture notes in networks and systems (2024), pp. 439-450
Closed Access
Vilma Maribel García González, Dután Washington Oswaldo, Kenia Monserrate Cevallos Vélez, et al.
Lecture notes in networks and systems (2024), pp. 439-450
Closed Access
Teaching religious studies with artificial intelligence: A qualitative analysis of Lesotho secondary schools teachers’ perceptions
Lehlohonolo Kurata, Musa Adekunle Ayanwale, Rethabile Rosemary Molefi, et al.
International Journal of Educational Research Open (2024) Vol. 8, pp. 100417-100417
Closed Access
Lehlohonolo Kurata, Musa Adekunle Ayanwale, Rethabile Rosemary Molefi, et al.
International Journal of Educational Research Open (2024) Vol. 8, pp. 100417-100417
Closed Access
Drivers of Pre-service and In-service Teachers’ Acceptance and Integration of Emerging Technologies into Pedagogical Practices
Nadia Barkoczi, Alina Felicia Roman, Monica Maier
Educatia 21 (2024), Iss. 28, pp. 110-119
Open Access
Nadia Barkoczi, Alina Felicia Roman, Monica Maier
Educatia 21 (2024), Iss. 28, pp. 110-119
Open Access
Capítulo 12: Aproximación a categorías de análisis de la Inteligencia Artificial en la educación
María Fernanda Alvarez, Sergio Cardona, Robinson Pulgarín-Giraldo
(2024), pp. 228-246
Closed Access
María Fernanda Alvarez, Sergio Cardona, Robinson Pulgarín-Giraldo
(2024), pp. 228-246
Closed Access
