Γεωργία Λιαράκου

469 total citations
22 papers, 323 citations indexed

About

Γεωργία Λιαράκου is a scholar working on Management, Monitoring, Policy and Law, Sociology and Political Science and Education. According to data from OpenAlex, Γεωργία Λιαράκου has authored 22 papers receiving a total of 323 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Management, Monitoring, Policy and Law, 6 papers in Sociology and Political Science and 6 papers in Education. Recurrent topics in Γεωργία Λιαράκου's work include Environmental Education and Sustainability (16 papers), Social Acceptance of Renewable Energy (2 papers) and Diverse Educational Innovations Studies (2 papers). Γεωργία Λιαράκου is often cited by papers focused on Environmental Education and Sustainability (16 papers), Social Acceptance of Renewable Energy (2 papers) and Diverse Educational Innovations Studies (2 papers). Γεωργία Λιαράκου collaborates with scholars based in Greece, France and India. Γεωργία Λιαράκου's co-authors include Costas Gavrilakis, Eleni Sakka, Μαρία Δασκολιά, Aravella Zachariou, Chrysanthi Kadji‐Beltran and Konstantina Magklara and has published in prestigious journals such as Environmental Education Research, The Journal of Environmental Education and Journal of Science Education and Technology.

In The Last Decade

Γεωργία Λιαράκου

19 papers receiving 291 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Γεωργία Λιαράκου Greece 8 202 155 99 43 38 22 323
Costas Gavrilakis Greece 6 193 1.0× 136 0.9× 93 0.9× 41 1.0× 34 0.9× 12 289
Dilek Çelikler Türkiye 11 116 0.6× 71 0.5× 162 1.6× 45 1.0× 32 0.8× 59 331
Murat Genç Türkiye 10 109 0.5× 63 0.4× 241 2.4× 7 0.2× 40 1.1× 47 391
Kam Leung Yeung United States 7 303 1.5× 145 0.9× 26 0.3× 20 0.5× 28 0.7× 9 489
Renee Strnad United States 8 298 1.5× 229 1.5× 86 0.9× 17 0.4× 61 1.6× 8 456
Eddie Boyes United Kingdom 9 178 0.9× 134 0.9× 177 1.8× 8 0.2× 38 1.0× 13 344
Allison Anderson United States 4 175 0.9× 150 1.0× 84 0.8× 10 0.2× 16 0.4× 6 286
Sharon Connell Australia 8 358 1.8× 204 1.3× 170 1.7× 12 0.3× 97 2.6× 8 462
Efrat Eilam Australia 11 283 1.4× 150 1.0× 210 2.1× 5 0.1× 45 1.2× 20 457
Amy J. Malkus United States 5 370 1.8× 186 1.2× 80 0.8× 8 0.2× 94 2.5× 8 458

Countries citing papers authored by Γεωργία Λιαράκου

Since Specialization
Citations

This map shows the geographic impact of Γεωργία Λιαράκου'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 Γεωργία Λιαράκου with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Γεωργία Λιαράκου more than expected).

Fields of papers citing papers by Γεωργία Λιαράκου

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Γεωργία Λιαράκου. 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 Γεωργία Λιαράκου. The network helps show where Γεωργία Λιαράκου may publish in the future.

Co-authorship network of co-authors of Γεωργία Λιαράκου

This figure shows the co-authorship network connecting the top 25 collaborators of Γεωργία Λιαράκου. A scholar is included among the top collaborators of Γεωργία Λιαράκου 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 Γεωργία Λιαράκου. Γεωργία Λιαράκου is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
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2.
Λιαράκου, Γεωργία, et al.. (2024). School gardening through the perspective of the Whole School Approach. Education 3-13. 54(2). 369–381. 2 indexed citations
3.
Gavrilakis, Costas, et al.. (2023). Primary school students’ awareness of and attitudes toward local threatened animals. Human Dimensions of Wildlife. 29(2). 159–175. 6 indexed citations
4.
Λιαράκου, Γεωργία, et al.. (2022). Teachers’ Perceptions and Educational Practices on Sustainable Nutrition in Cyprus. Journal of Education for Sustainable Development. 16(1-2). 61–79. 3 indexed citations
5.
Λιαράκου, Γεωργία, et al.. (2021). Local Renewable Energy Development: School Teachers’ Perceptions, Attitudes and Teaching Intentions. Education Sciences. 11(10). 589–589. 3 indexed citations
6.
Λιαράκου, Γεωργία. (2021). Υπεύθυνη κατανάλωση: μια κεντρική διάσταση της εκπαίδευσης για το περιβάλλον και την αειφορία. ΙΝΣΤΙΤΟΥΤΟ ΙΣΤΟΡΙΚΩΝ ΕΡΕΥΝΩΝ (National Hellenic Research Foundation). 3(1). 55–55.
7.
8.
Λιαράκου, Γεωργία, et al.. (2019). Παράγοντες που επιδρούν στην πρόθεση του εκπαιδευτικού να επιλέγει σχολικά προγράμματα με θέμα τις Ανανεώσιμες Πηγές Ενέργειας. ΙΝΣΤΙΤΟΥΤΟ ΙΣΤΟΡΙΚΩΝ ΕΡΕΥΝΩΝ (National Hellenic Research Foundation). 1(1). 1–1. 2 indexed citations
9.
Λιαράκου, Γεωργία, et al.. (2018). Gender and nature in the matrilineal society of Meghalaya, India: Searching for ecofeminist perspectives. The Journal of Environmental Education. 49(4). 328–335. 10 indexed citations
10.
Λιαράκου, Γεωργία, et al.. (2015). Action Research to Encourage Pupils’ Active Participation in the Sustainable School. Applied Environmental Education & Communication. 14(1). 14–22. 6 indexed citations
11.
Kadji‐Beltran, Chrysanthi, et al.. (2013). Mentoring as a strategy for empowering Education for Sustainable Development in schools. Professional Development in Education. 40(5). 717–739. 17 indexed citations
12.
Λιαράκου, Γεωργία, et al.. (2013). Exploring pupil participation within a sustainable school. Cambridge Journal of Education. 43(2). 243–258. 10 indexed citations
13.
Λιαράκου, Γεωργία, et al.. (2012). Evaluation of Serious Games, as a Tool for Education for Sustainable Development. European Journal of Open Distance and E-Learning. 15(2). 26 indexed citations
14.
Λιαράκου, Γεωργία, et al.. (2011). What Greek secondary school students believe about climate change. The International Journal of Environmental and Science Education. 6(1). 79–98. 68 indexed citations
15.
Gavrilakis, Costas, et al.. (2011). Second Life: A Virtual Learning Center for the Study of Sharks. International Journal of Emerging Technologies in Learning (iJET). 6(2). 19–19. 1 indexed citations
16.
Λιαράκου, Γεωργία, et al.. (2008). Secondary School Teachers’ Knowledge and Attitudes Towards Renewable Energy Sources. Journal of Science Education and Technology. 18(2). 120–129. 104 indexed citations
17.
Λιαράκου, Γεωργία, et al.. (2007). Conceptions of the environment and of environmental problems as social issues among Greek students of early childhood education. Sunderland Repository (University of Sunderland). 1 indexed citations
18.
Δασκολιά, Μαρία, et al.. (2007). Ways of Thinking of the Environment and Environmental Problems Among Greek University Students from the Humanities. The International Journal of the Humanities Annual Review. 4(8). 7–18. 1 indexed citations
19.
Δασκολιά, Μαρία, et al.. (2005). Greek kindergarten teachers' practice in environmental education. Journal of Early Childhood Research. 3(3). 299–320. 12 indexed citations
20.
Λιαράκου, Γεωργία, et al.. (2000). Quelle évaluation pour quelle éducation relative à l’environnement  ?. Éducation relative à l environnement. Volume 2. 6 indexed citations

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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