OOIR: Observatory of International Research

Papers

(The TQCC of European Journal of Education is 3. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-04-01 to 2024-04-01.)

Article	Citations
Comparative research on shadow education: Achievements, challenges, and the agenda ahead	87
State of the art and practice in AI in education	62
Shadow education in the service of tiger parenting: Strategies used by middle‐class families in China	41
A literature review of school leadership policy reforms	33
The future of AI and education: Some cautionary notes	25
Principals supporting teacher leadership: The effects of learning‐centred leadership on teacher leadership practices with the mediating role of teacher agency	23
Motives for dropping out from higher education—An analysis of bachelor's degree students in Germany	23
An inevitable phenomenon: Reflections on the origins and future of worldwide shadow education	23
Towards hybrid human‐AI learning technologies	23
The working classes and higher education: Meritocratic fallacies of upward mobility in the United Kingdom	22
School systems as breeding grounds for shadow education: Factors contributing to private supplementary tutoring in West Bengal, India	21
The global diversity of shadow education	20
Families between care, education and work: The effects of the pandemic on educational inequalities in Italy and Milan	19
Teacher turnover: What can we learn from Europe?	18
The digital competence framework for primary and secondary schools in Europe	18
COVID‐19 school closures and cumulative disadvantage: Assessing the learning gap in formal, informal and non‐formal education	17
Replication crisis or an opportunity to improve scientific production?	17
European academic brain drain: A meta‐synthesis	17
Research on internationalisation and globalisation in higher education—Reflections on historical paths, current perspectives and future possibilities	17
Constructing a graduate career future: Working with Bourdieu to understand transitions from university to employment for students from working‐class backgrounds in England	15
Labour market perspectives for PhD graduates in Europe	15
The role of higher education institutions in transnational networks for teaching and learning innovation: The case of the Erasmus+ programme	14
Insecurity, lack of support, and frustration: A sociological analysis of how three groups of students reflect on their distance education during the pandemic in Sweden	13
Validation of non‐formal and informal learning in formal education: Covert and overt	12
“Kids from here don't go to uni”: Considering first in family students' belonging and entitlement within the field of higher education in Australia	12

Stay home and be unfair: The amplification of inequalities among families with young children during COVID‐19	11
Language teacher multilingualism in Norway and Russia: Identity and beliefs	11
Education and digital inequalities during COVID‐19 confinement: From the perspective of teachers in the French speaking Community of Belgium	11
Academics' effectiveness and professional development in Croatia: Challenges for human resource management in higher education institutions	11
Shadow education—Opportunity for development	11
Reform of higher education governance structures in Poland	10
An internationalised Europe and regionally focused Americas: A network analysis of higher education studies	10
Sustainable development goals in the English language high school curriculum in Turkey	10
Review of benefits and challenges of co‐supervision in doctoral education	9
Parental involvement in remote learning during the COVID‐19 pandemic—Dominant approaches and their diverse implications	9
The employment destination of PhD‐holders in Italy: Non‐academic funded projects as drivers of successful segmentation	9
Brokers of international student mobility: The roles and processes of education agents in China	9
A pedagogical model for effective online teacher professional development—findings from the Teacher Academy initiative of the European Commission	8
A systematic literature review of participatory design studies involving teachers	8
Informational capital and the transition to university: First‐in‐family students' experiences in Austrian higher education	8
Accountability and (mis)trust in education systems: Private supplementary tutoring and the ineffectiveness of regulation in Myanmar	7
Why do students leave university? Qualitative research at an Italian higher education institution	7
The role of school leadership in Singapore's future‐ready school reform	7
Artificial intelligence, 21st century competences, and socio‐emotional learning in education: More than high‐risk?	7
Still w(AI)ting for the automation of teaching: An exploration of machine learning in Swedish primary education using Actor‐Network Theory	6
Roma university students in Spain and Central and Eastern Europe: Exploring participation and identity in contrasting international contexts	6
Leading school and system improvement: Why context matters	6
Comparing high school students' attitudes towards borrowing for higher education in England and the United States: Who are the most loan averse?	6
School leadership in unpredictable times	5
Moving beyond supply‐side arguments to explain over‐qualification: The ability to absorb graduates in different models of capitalism	5
Excellence seekers, pragmatists, or sceptics: Ways of applying performance‐based research funding systems at new universities and university colleges in Sweden	5
Fostering collaborative teacher learning: A typology of school leadership	5
Mobilising international student mobility: Exploring policy enactments in teacher education in Norway	5
An evaluation of university students' latent and self‐perceived digital competence in the use of mobile devices	5
Comparing the comparators: How should the quality of education offered by online universities be evaluated?	5
Emergence of current European thinking and policies on doctoral education	5
Validation of non‐formal and informal learning: The hero with a thousand faces?	4
Fostering sense of belonging at universities	4
The trajectory of computer science education policy in Ireland: A document analysis narrative	4
International branch campuses of Chinese universities in Europe: Motivations, governance and challenges	4
Teachers' beliefs about standardised testing and test‐based accountability: Comparing the perceptions and experiences of teachers in Chile and Norway	4
STEM colonization: Applying hard sciences' socio‐organisational patterns and evaluation procedures to the soft sciences in Croatia	4
Recognition of prior learning in France: Where have the RPL‐ready applicants gone?	4
The education of academically gifted students in South Korea: Innovative approaches in shadow education	4
Who aspires to higher education? Axes of inequality, values of education and higher education aspirations in secondary schools in Luxembourg and the Swiss Canton of Bern	4
Doctoral education from its medieval foundations to today's globalisation and standardisation	4
The future of standardised assessment: Validity and trust in algorithms for assessment and scoring	4
What's trust got to do with it? The ‘washback effect’ of engagement in the 2020 calculated grades process on teachers' trust and future senior cycle reform in Ireland	3
Referentiality mechanisms in EU education policymaking: The case of the European Education Area	3
Internationalisation by demarcating the role of higher education in Sustainable Development Goals: The case of Israel	3
Competition and diversification in higher education: Analysing impacts on access and equity in the case of Portugal	3
School closures in France in 2020: Inequalities and consequences for perceptions, practices and relationships towards and within schools	3
The first wave of the COVID‐19 pandemic in primary schools in the Czech Republic: Parental perspectives	3
The perception and experience of young researchers in doctoral programmes in the context of recent reforms in Kazakhstan	3
Danish university governance reforms: Internationalisation and de‐internationalisation	3

Leading university internationalisation: The future of Euro‐Chinese academic cooperation	3
The well‐being and mental health of doctoral candidates	3