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 2022-06-01 to 2026-06-01.)

Article	Citations
Transmitting awareness from the body into writing: bringing the Feldenkrais method into the university classroom	58
From affirmative to transformative approaches to academic development	57
Anonymous assessment: is it still worth it?	43
Editorial: getting critical about critique in higher education	41
Teaching through ‘powerful knowledge’ in vocational higher education: tensions of ‘relational’ approaches in China	32
Toward a theory of trauma-informed pedagogy in higher education	29
Exploring sources of engineering students’ academic well-being through Q-methodology research	29
Post-anthropocentric pedagogies: purposes, practices, and insights for higher education	28
Stress and predictive psychosocial variables in Ecuadorian university teachers	28
Towards effective EMI curriculum-making in higher education: the 4C framework	25
Beyond epistemology: the challenge of reconceptualising knowledge in higher education	25
Multiple aspects of simulation facilitators’ role in higher education: protecting and challenging the learners	24
Formative feedback in a multicultural classroom: a review	21
‘It’s a lot of shame’: understanding the impact of gender-based violence on higher education access and participation	21
Deconstructing the constraints of justice-based environmental sustainability in higher education	20
The transformation of doctoral education: responding to the needs and expectations of society and candidates	19
Why a dispositional view of ecological literacy is needed	19
Acting out peace: the role of dramaturgy in peace studies in higher education	19
Correction	18
Metamodern sensibilities: toward a pedagogical framework for a wicked world	17
Diversities in higher education: academics’ inclusive views and reported practices in a regional Australian university	16
Embedded approaches to academic literacy development: a systematic review of empirical research about impact	16
Moving beyond militarization: university-level conflict defense teaching requires reform	16
Informal collaborative learning (ICL) – student perspectives on the role of informal collaborative learning ICL in higher education	16
Reclaiming pedagogy in virtual learning environments: educator and student perspectives	16

What faculty already do: Universal Design for Learning strategies to support autistic students at university	16
Faculty beliefs and the need for teaching improvement: a conceptual replication study	15
Internationalisation at the expense of employment practices? Rethinking duty of care in transnational higher education	15
Measuring and mapping authentic assessment with a novel quantitative typology	15
Changing cultures of critique: towards context, creativity and care in academic practice	15
Contemplative pedagogy for positive engagement in online teaching and learning in higher education	14
Studying critique locally and pluralistically: a comparative study of critique from a Kuwaiti cultural perspective	14
Assessment as pedagogy: inviting authenticity through relationality, vulnerability and wonder	14
The impact of generative artificial intelligence (GenAI) on university students’ learning agency: A mixed-methods study	13
An intersectional analysis of students with disabilities’ exam experiences	13
A moment in and out of time : precarity, liminality, and autonomy in crisis teaching	13
Four questions for teaching conflict for peace, justice, and sustainability: higher education roles and responsibilities	13
Supporting female and gender diverse students in undergraduate STEM courses through enhancing self-efficacy	13
Embedding assessment flexibilities for future authentic learning	13
AI amplifies the tough question: What is higher education really for?	13
What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking	12
Understanding philosophical perspectives of ‘voice’ for better student staff co-creation	12
Visualising tensions in undergraduate education: Clark’s triangle revisited	12
Identity positions of the resisting student in the academic student resistance discourse	12
When feedback is not conducive to learning: a qualitative inquiry into second language doctoral students’ experiences of the negative impact of writing feedback	11
Precarity and illusions of certainty in higher education teaching	11
Interactive oral assessment: co-existence of formative and summative purposes	11
Critiquing uncritical EDI in higher education	11
Educational expertise as prestige: research-intensive curriculum change	11
Revaluating Foucauldian critique: a Nietzschean perspective on the limits of the care of the self	10
Initial teacher education seminars and minority ethnic students: exploring dialogic teaching and engagement	10
Students’ feedback literacy in higher education: an initial scale validation study	10
Addressing imperial evasion : toward an anti-imperialist pedagogy in teacher education	10
Building belonging in online classrooms: relationships at the core	10
Decolonising or anti-racism? Exploring the limits of possibility in higher education	10
Re-contextualizing locus of enunciation and linguistic citizenship: a diary analysis of Chinese EFL teachers’ critical intercultural awareness development	10
Relational resistance and transformative pedagogy in the global south: insights from Bangladeshi higher education	10
A scoping review of action research in higher education: implications for research-based teaching	10
General education in China: student perceptions, paradoxes, and pathways to reform	10
Using velo-onto-epistemology to reimagine the candidate-supervisor-relationship	10
Disciplinary knowledge practices and powerful knowledge: a study on knowledge and curriculum structures in regions	10
Diverse experiences and belonging in an online, first-year, team-based engineering design course	10
Problematizing the critique of culture: an alternative Chinese hermeneutics for teaching the humanities	10
Practising in an evaluative culture: an autoethnographic study of pedagogical practice in higher education	9
Applying Sadler’s principles in holistic assessment design: a retrospective account	9
Does the format of an assessment (closed book or open book) affect learning? A systematic review of the literature	9
Life-on-campus or my-time-and-screen : identity and agency in online postgraduate courses	9
The critical educator’s two bodies, or, why the personal is still not political	9
The hidden logic of discounting in curriculum design	9
‘You don‘t get taught that’ – how ‘safe’ classrooms can hinder learning	9
Photographic exploration of accessibility: A point of departure for teaching disability through visual pedagogy	8
Researching student competence development through the lens of cultural historical activity theory	8
Education focused academic roles – a critical review of the literature	8
To teach is to be with: reclaiming sensibility through living pedagogy	8
Hope as educational infrastructure within war in Ukraine: A future created, not just awaited	8

Teacher experiences with online experiential legal education	8
Representation within the sport management curricula: exploring educators’ decision making-process	7
Beyond-Humans reinventions for criticality: posthumanism to disrupt the Anthropocene and solve (super) wicked environmental problems	7
‘The shadows of “boundary” remain’: curriculum coherence and the spectre of practice	7
Critical thinking in translation: eight interpretations by Chinese international postgraduate dissertation students	7
Dancing with explicit criteria or marginalising them: the complexity of grading student work and the reconstruction of the meaning of criterion-referenced assessment	7
‘Reality is socially constructed’: evaluating epistemological understanding through embodied performance	7