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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:

The growing digital divide in education among primary and secondary children during the COVID-19 pandemic: An overview of social exclusion and education equality issues
Ali Cheshmehzangi, Tong Zou, Zhaohui Su, et al.
Journal of Human Behavior in the Social Environment (2022) Vol. 33, Iss. 3, pp. 434-449
Closed Access | Times Cited: 44

Showing 1-25 of 44 citing articles:

From the Dark Side of Industry 4.0 to Society 5.0: Looking “Beyond the Box” to Developing Human-Centric Innovation Ecosystems
Elias G. Carayannis, Rossella Canestrino, Pierpaolo Magliocca
IEEE Transactions on Engineering Management (2023) Vol. 71, pp. 6695-6711
Closed Access | Times Cited: 40
Primary Teachers’ Challenges in Implementing ICT in Science, Technology, Engineering, and Mathematics (STEM) in the Post-Pandemic Era in Uganda
Israel Kibirige
Education Sciences (2023) Vol. 13, Iss. 4, pp. 382-382
Open Access | Times Cited: 18
Educational digital inequality: A meta-analysis of the relationship between digital device use and academic performance in adolescents
Fang Wang, Xiaoli Ni, Mengzhu Zhang, et al.
Computers & Education (2024) Vol. 213, pp. 105003-105003
Closed Access | Times Cited: 8
Social class, COVID-19 and care: Schools on the front line in Ireland during the COVID-19 pandemic
Mags Crean, Dympna Devine, Barbara Moore, et al.
British Journal of Sociology of Education (2023) Vol. 44, Iss. 3, pp. 452-466
Closed Access | Times Cited: 11
From Digital Exclusion to Digital Inclusion: Shaping the Role of Parental Involvement in Home-Based Digital Learning – A Narrative Literature Review
Declan Qualter
Computers in the Schools (2024) Vol. 41, Iss. 2, pp. 120-144
Open Access | Times Cited: 4
The impact of generative AI on school music education: Challenges and recommendations
Lee Cheng
Arts Education Policy Review (2025), pp. 1-8
Open Access
Bridging or Widening the Gap? An Analysis of the Impact of Digital Infrastructure on Educational Inequality
Xitong Li, Peiming He, Xuelu Xu, et al.
(2025)
Closed Access
Digital and Educational Capabilities in the Post-Pandemic Era: Implications from Primary School Children’s Digital Practices during COVID-19 Lockdown
Mitsuko Matsumoto
Journal of Human Development and Capabilities (2025), pp. 1-27
Closed Access
Leading During Crisis: State and Local Education Leaders’ Equity Focused Approaches During the COVID-19 Pandemic
Ogechi N. Irondi, Hayley Weddle, Ayesha K. Hashim
AERA Open (2025) Vol. 11
Open Access
Artificial Intelligence and Students Happiness
Shorouk Mohamed Farag Mohamed Aboudahr, Faisal Al-Showaikh, Manoharan Nalliah
Advances in computational intelligence and robotics book series (2025), pp. 351-370
Closed Access
Relations Between Situations of Educational Exclusion and Limitations of the Education System, Teaching Needs and Technological Resources: A Structural Equation Modelling Analysis
Cecilia Latorre Cosculluela, María Mairal‐Llebot, Marta Liesa Orús, et al.
European Journal of Education (2025) Vol. 60, Iss. 2
Closed Access
Technology-Enhanced Pedagogy in Physical Education: Bridging Engagement, Learning, and Lifelong Activity
Alexandra Martín-Rodríguez, Rubén Madrigal-Cerezo
Education Sciences (2025) Vol. 15, Iss. 4, pp. 409-409
Open Access
Enhancing language education in developing countries through intelligent transformation: a comprehensive study
Xie jingyi, Jiao Jiao
Educational Technology Research and Development (2025)
Closed Access
Bridging Digital Equity and Cultural Responsivity in Elementary Schools: The Role of Family-School Partnerships
Benjamin Boison, Anne Burke
International Journal of Elementary Education (2025) Vol. 14, Iss. 1, pp. 9-19
Open Access
Supporting teachers' value‐sensitive reflections on the cost–benefit dynamics of technology in educational practices
Davinia Hernández‐Leo, Karina Ginoyan
British Journal of Educational Technology (2025)
Open Access
Digital inequality in education: Features of manifestation and types of discrimination during COVID-19 pandemic
A. A. Mikhailov, А. И. Тихонов, V. I. Fedulov
Education and Information Technologies (2024) Vol. 29, Iss. 15, pp. 20493-20504
Closed Access | Times Cited: 2
“It's like educating us older people...”: Unveiling Needs and Expectations Regarding Educational Features within Parental Control Tools
Prakriti Dumaru, Mahdi Nasrullah Al-Ameen
(2024), pp. 1-8
Open Access | Times Cited: 2
Inclusive online learning in Australia: Barriers and enablers
Linda Marsden, Luke Munn, Liam Magee, et al.
Education and Information Technologies (2024)
Open Access | Times Cited: 2
EdTech companies and contemporary digital educational governance. Analyzing the expansion and role of the EdTech sector in the Chilean educational system
Cristóbal Villalobos, Lluís Parcerisa, Karla Castillo, et al.
International Journal of Educational Development (2024) Vol. 110, pp. 103141-103141
Closed Access | Times Cited: 2
Seniors’ Knowledge-Based Digital Marginalization in the Era of Information Technology Advancements
Yanglin Li, Yuezheng Yang, Shuyao Shi, et al.
Journal of the Knowledge Economy (2023) Vol. 15, Iss. 3, pp. 12622-12650
Closed Access | Times Cited: 4
Distance Education in Early Childhood Education During the COVID-19 Pandemic: Teachers’ and Parents’ Perspectives and Experiences in Greece
Vassiliki Pliogou, Harilaos Zaragas, Sophia Tromara, et al.
The Educational Review USA (2024) Vol. 8, Iss. 1, pp. 1-19
Open Access | Times Cited: 1
‘Embracing Diversity in all its Forms’: The Voluntary Secondary Sector in Irish Education
Selina McCoy, Eamonn Carroll, Keyu Ye
(2024)
Open Access | Times Cited: 1
Migrant children’s digital divide in online learning during the Covid-19 pandemic: evidence from Stone School in Hangzhou, China
Guanli Zhang, Muzhi Zhou, Robert Walker, et al.
Chinese Sociological Review (2024), pp. 1-26
Closed Access | Times Cited: 1
Challenges and Opportunities Facing Higher Education in South Africa
Kaitano Dube
(2024), pp. 11-27
Closed Access | Times Cited: 1
Challenges in achieving educational inclusion and development in the digital era: analysis of emotions, barriers and perceived needs
María Mairal‐Llebot, Marta Liesa Orús, Cecilia Latorre Cosculluela
Education and Information Technologies (2023) Vol. 29, Iss. 9, pp. 11421-11443
Open Access | Times Cited: 3
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