OOIR: Observatory of International Research

Papers

(The TQCC of Teaching in Higher Education is 7. 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 2022-08-01 to 2026-08-01.)

Article	Citations
Transmitting awareness from the body into writing: bringing the Feldenkrais method into the university classroom	67
Anonymous assessment: is it still worth it?	65
Editorial: getting critical about critique in higher education	47
Teaching through ‘powerful knowledge’ in vocational higher education: tensions of ‘relational’ approaches in China	43
Exploring sources of engineering students’ academic well-being through Q-methodology research	34
Stress and predictive psychosocial variables in Ecuadorian university teachers	33
Beyond epistemology: the challenge of reconceptualising knowledge in higher education	31
Toward a theory of trauma-informed pedagogy in higher education	30
Multiple aspects of simulation facilitators’ role in higher education: protecting and challenging the learners	28
From affirmative to transformative approaches to academic development	28
Formative feedback in a multicultural classroom: a review	28
‘It’s a lot of shame’: understanding the impact of gender-based violence on higher education access and participation	28
Post-anthropocentric pedagogies: purposes, practices, and insights for higher education	26
Towards effective EMI curriculum-making in higher education: the 4C framework	26
Why a dispositional view of ecological literacy is needed	23
Correction	22
Acting out peace: the role of dramaturgy in peace studies in higher education	22
What counts as success in interdisciplinary undergraduate education? An epistemological analysis	21
The transformation of doctoral education: responding to the needs and expectations of society and candidates	21
Metamodern sensibilities: toward a pedagogical framework for a wicked world	20
Deconstructing the constraints of justice-based environmental sustainability in higher education	20
Contemplative pedagogy for positive engagement in online teaching and learning in higher education	19
Assessment as pedagogy: inviting authenticity through relationality, vulnerability and wonder	19
Internationalisation at the expense of employment practices? Rethinking duty of care in transnational higher education	19
Feeling seen by something that doesn’t feel: simulated empathy, epistemic vigilance, and ethics of AI	19

Faculty beliefs and the need for teaching improvement: a conceptual replication study	18
Changing cultures of critique: towards context, creativity and care in academic practice	18
Measuring and mapping authentic assessment with a novel quantitative typology	18
Moving beyond militarization: university-level conflict defense teaching requires reform	18
Diversities in higher education: academics’ inclusive views and reported practices in a regional Australian university	17
Reclaiming pedagogy in virtual learning environments: educator and student perspectives	17
What faculty already do: Universal Design for Learning strategies to support autistic students at university	17
Embedded approaches to academic literacy development: a systematic review of empirical research about impact	17
Embedding assessment flexibilities for future authentic learning	16
Informal collaborative learning (ICL) – student perspectives on the role of informal collaborative learning ICL in higher education	16
Studying critique locally and pluralistically: a comparative study of critique from a Kuwaiti cultural perspective	16
AI amplifies the tough question: What is higher education really for?	15
A moment in and out of time : precarity, liminality, and autonomy in crisis teaching	15
Four questions for teaching conflict for peace, justice, and sustainability: higher education roles and responsibilities	15
The impact of generative artificial intelligence (GenAI) on university students’ learning agency: A mixed-methods study	14
An intersectional analysis of students with disabilities’ exam experiences	14
We speak, therefore we are: dialogical pedagogy and co-construction as a Freirean model of ontological and epistemic justice against the pedagogical dehumanization of black students in higher educatio	14
Identity positions of the resisting student in the academic student resistance discourse	14
Supporting female and gender diverse students in undergraduate STEM courses through enhancing self-efficacy	14
Educational expertise as prestige: research-intensive curriculum change	13
Visualising tensions in undergraduate education: Clark’s triangle revisited	13
Interactive oral assessment: co-existence of formative and summative purposes	13
What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking	13
Understanding philosophical perspectives of ‘voice’ for better student staff co-creation	12
Critiquing uncritical EDI in higher education	12
When feedback is not conducive to learning: a qualitative inquiry into second language doctoral students’ experiences of the negative impact of writing feedback	12
Students’ feedback literacy in higher education: an initial scale validation study	12
Precarity and illusions of certainty in higher education teaching	12
Problematizing the critique of culture: an alternative Chinese hermeneutics for teaching the humanities	11
Building belonging in online classrooms: relationships at the core	11
Relational resistance and transformative pedagogy in the global south: insights from Bangladeshi higher education	11
Diverse experiences and belonging in an online, first-year, team-based engineering design course	11
Revaluating Foucauldian critique: a Nietzschean perspective on the limits of the care of the self	11
Addressing imperial evasion : toward an anti-imperialist pedagogy in teacher education	11
A scoping review of action research in higher education: implications for research-based teaching	11
Re-contextualizing locus of enunciation and linguistic citizenship: a diary analysis of Chinese EFL teachers’ critical intercultural awareness development	10
Online university education for Afghan women: opportunities, challenges, and resilience in restrictive contexts	10
Applying Sadler’s principles in holistic assessment design: a retrospective account	10
General education in China: student perceptions, paradoxes, and pathways to reform	10
Using velo-onto-epistemology to reimagine the candidate-supervisor-relationship	10
Life-on-campus or my-time-and-screen : identity and agency in online postgraduate courses	10
Decolonising or anti-racism? Exploring the limits of possibility in higher education	10
Does the format of an assessment (closed book or open book) affect learning? A systematic review of the literature	10
The critical educator’s two bodies, or, why the personal is still not political	9
Practising in an evaluative culture: an autoethnographic study of pedagogical practice in higher education	9
Researching student competence development through the lens of cultural historical activity theory	9
The hidden logic of discounting in curriculum design	9
Education focused academic roles – a critical review of the literature	8
Photographic exploration of accessibility: A point of departure for teaching disability through visual pedagogy	8
To teach is to be with: reclaiming sensibility through living pedagogy	8

Teacher experiences with online experiential legal education	8
Hope as educational infrastructure within war in Ukraine: A future created, not just awaited	8
Dancing with explicit criteria or marginalising them: the complexity of grading student work and the reconstruction of the meaning of criterion-referenced assessment	8
‘You don‘t get taught that’ – how ‘safe’ classrooms can hinder learning	8
Disciplinary knowledge practices and powerful knowledge: a study on knowledge and curriculum structures in regions	8
Initial teacher education seminars and minority ethnic students: exploring dialogic teaching and engagement	8
Who gets to learn through research? Rethinking undergraduate research as inclusive pedagogy	7
‘The shadows of “boundary” remain’: curriculum coherence and the spectre of practice	7
Beyond-Humans reinventions for criticality: posthumanism to disrupt the Anthropocene and solve (super) wicked environmental problems	7
‘Reality is socially constructed’: evaluating epistemological understanding through embodied performance	7
Participation, assertion and aspiration-indigenous teacher agency in higher education	7
Critical thinking in translation: eight interpretations by Chinese international postgraduate dissertation students	7
Representation within the sport management curricula: exploring educators’ decision making-process	7