Ahmad Qablan

546 total citations
45 papers, 261 citations indexed

About

Ahmad Qablan is a scholar working on Education, Sociology and Political Science and Clinical Psychology. According to data from OpenAlex, Ahmad Qablan has authored 45 papers receiving a total of 261 indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Education, 6 papers in Sociology and Political Science and 5 papers in Clinical Psychology. Recurrent topics in Ahmad Qablan's work include Online and Blended Learning (5 papers), Socioeconomic Development in MENA (5 papers) and Teacher Education and Leadership Studies (5 papers). Ahmad Qablan is often cited by papers focused on Online and Blended Learning (5 papers), Socioeconomic Development in MENA (5 papers) and Teacher Education and Leadership Studies (5 papers). Ahmad Qablan collaborates with scholars based in Jordan, United Arab Emirates and United States. Ahmad Qablan's co-authors include Fatin Atrooz, Aieman Ahmad Al‐Omari, Rima Hajjo, Hassan Tairab, Samer Khasawneh, Nasser Mansour, Abdulwali H. Aldahmash, Shashidhar Belbase, Rachel Takriti and James J. Watters and has published in prestigious journals such as PLoS ONE, Sustainability and BMJ Open.

In The Last Decade

Ahmad Qablan

34 papers receiving 225 citations

Peers

Ahmad Qablan

EDUCA

DEP

Roberto Ponce Spain

Akhtar Ali Pakistan

Luísa Aires Portugal

Tang Keow Ngang Malaysia

Danilo V. Rogayan Philippines

Antonio Medina Rivilla Spain

Judith A. Ouimet United States

David N. Sessions United States

Malayna Bernstein United States

Bruce Sheppard Canada

Roberto Ponce Spain

Ahmad Qablan

140 ×1.0

EDUCA

50 ×1.0

60 ×1.8

41 ×1.7

11 ×0.5

DEP

Citations per year, relative to Ahmad Qablan Ahmad Qablan (= 1×) peers Roberto Ponce

Countries citing papers authored by Ahmad Qablan

Since Specialization

Citations

This map shows the geographic impact of Ahmad Qablan's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Ahmad Qablan with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ahmad Qablan more than expected).

Fields of papers citing papers by Ahmad Qablan

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ahmad Qablan. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Ahmad Qablan. The network helps show where Ahmad Qablan may publish in the future.

Co-authorship network of co-authors of Ahmad Qablan

This figure shows the co-authorship network connecting the top 25 collaborators of Ahmad Qablan. A scholar is included among the top collaborators of Ahmad Qablan based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Ahmad Qablan. Ahmad Qablan is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Qablan, Ahmad, et al.. (2025). Mapping the representation of four SDGs in international elementary science curriculum and textbooks. Eurasia Journal of Mathematics Science and Technology Education. 21(3). em2596–em2596. 1 indexed citations

Belbase, Shashidhar, et al.. (2024). Impact of videos and traditional teaching methods on fifth grade students’ achievement in fractions. Eurasia Journal of Mathematics Science and Technology Education. 20(12). em2544–em2544. 1 indexed citations

Qablan, Ahmad, et al.. (2024). The assessment of public perception towards chronic kidney disease in Jordan: a cross-sectional study. Annals of Medicine. 56(1). 2386044–2386044.

Belbase, Shashidhar, et al.. (2024). Impact of using virtual and concrete manipulatives on students’ learning of fractions. Cogent Education. 11(1). 1 indexed citations

Tahat, Khalaf, et al.. (2024). Analyzing the newspapers’ coverage of sustainable development goals in UAE. Online Journal of Communication and Media Technologies. 14(3). e202439–e202439.

Qablan, Ahmad, et al.. (2024). Pharmacists’ perspectives and perceived barriers to counselling patients with kidney stones. Research in Social and Administrative Pharmacy. 20(6). 123–133. 3 indexed citations

Al‐Azzam, Sayer, et al.. (2023). The rising burden of chronic kidney diseases in patients with diabetes. Beni-Suef University Journal of Basic and Applied Sciences. 12(1).

Hajjo, Rima, et al.. (2023). A cross-sectional study confirms temporary post-COVID-19 vaccine menstrual irregularity and the associated physiological changes among vaccinated women in Jordan. Frontiers in Medicine. 10. 1211283–1211283. 1 indexed citations

Qablan, Ahmad, et al.. (2022). Gender Disparity in Science, Technology, Engineering, and Mathematics (STEM) Programs at Jordanian Universities. Sustainability. 14(21). 14069–14069. 10 indexed citations

10.

Hamadneh, Lama, et al.. (2022). Shedding light on pharmacists’ knowledge of kidney stones’ etiology and treatment. Pharmacy Practice. 20(3). 1–10. 6 indexed citations

11.

Qablan, Ahmad, et al.. (2021). The coping strategies followed by university students to mitigate the COVID-19 quarantine psychological impact. Current Psychology. 40(11). 5772–5781. 23 indexed citations

12.

Qablan, Ahmad. (2018). Comparison of Science and Engineering Concepts in Next Generation Science Standards with Jordan Science Standards. Eurasia Journal of Mathematics Science and Technology Education. 14(6). 5 indexed citations

13.

Qablan, Ahmad, et al.. (2012). Leadership Strategies for Integration of ICT in Kuwait Schools: Perceptions, Practices and Possibilities. Public Policy and Administration Research. 2(6). 18–28. 3 indexed citations

14.

Qablan, Ahmad, Sherry A. Southerland, & Yavuz Saka. (2011). "My job isn't to tell them what to think": The Fear of Indoctrination and How it Shapes Education for Sustainable Development. The Electronic Journal of Science Education. 15(2). 1–28. 2 indexed citations

15.

Qablan, Ahmad, et al.. (2011). An Activity Theory Approach to Analyze Barriers to a Virtual Management Information Systems (MIS) Curriculum. 10(1). 15–35. 3 indexed citations

16.

Qablan, Ahmad, et al.. (2009). How to Change University Faculty Members' Attitudes and Behavior in the Context of Education for Sustainable Development. Applied Environmental Education & Communication. 8(3-4). 184–194. 7 indexed citations

17.

Qablan, Ahmad, et al.. (2009). "I Know It's so Good, but I Prefer Not to Use It" An Interpretive Investigation of Jordanian Preservice Elementary Teachers' Perspectives about Learning Biology through Inquiry.. International journal on teaching and learning in higher education. 20(3). 394–404. 5 indexed citations

18.

Qablan, Ahmad, et al.. (2009). Education for Sustainable Development: Liberation or Indoctrination? An Assessment of Faculty Members' Attitudes and Classroom Practices.. The International Journal of Environmental and Science Education. 4(4). 401–417. 13 indexed citations

19.

Al‐Omari, Aieman Ahmad, et al.. (2008). Leadership and Adaptability styles of Deans at Public Jordanian Universities. An-Najah University Journal for Research - B (Humanities). 22(6). 1921–1948. 1 indexed citations

20.

Haik, Yousef, et al.. (2006). Rapid Isolation of AMI Markers using Nanomagnetic Particles. TechConnect Briefs. 2(2006). 444–447.

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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