Stanislav Avsec

445 total citations
34 papers, 297 citations indexed

About

Stanislav Avsec is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Stanislav Avsec has authored 34 papers receiving a total of 297 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 13 papers in Developmental and Educational Psychology and 7 papers in Experimental and Cognitive Psychology. Recurrent topics in Stanislav Avsec's work include Innovative Teaching and Learning Methods (8 papers), Creativity in Education and Neuroscience (7 papers) and Innovative Teaching Methods (6 papers). Stanislav Avsec is often cited by papers focused on Innovative Teaching and Learning Methods (8 papers), Creativity in Education and Neuroscience (7 papers) and Innovative Teaching Methods (6 papers). Stanislav Avsec collaborates with scholars based in Slovenia and Poland. Stanislav Avsec's co-authors include Vesna Ferk Savec, Mojca Čepič and Gregor Torkar and has published in prestigious journals such as Sustainability, Heliyon and Educational Technology & Society.

In The Last Decade

Stanislav Avsec

32 papers receiving 277 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Stanislav Avsec Slovenia 13 181 55 52 48 48 34 297
Szu-Chun Fan Taiwan 9 175 1.0× 44 0.8× 35 0.7× 22 0.5× 50 1.0× 13 270
Chris Merrill United States 8 175 1.0× 35 0.6× 32 0.6× 33 0.7× 47 1.0× 23 302
Christine Schnittka United States 10 247 1.4× 49 0.9× 25 0.5× 53 1.1× 79 1.6× 31 370
Jeanna R. Wieselmann United States 9 224 1.2× 61 1.1× 22 0.4× 21 0.4× 72 1.5× 22 320
Marisa Exter United States 10 180 1.0× 90 1.6× 91 1.8× 22 0.5× 72 1.5× 50 361
Marc de Vries Netherlands 10 177 1.0× 33 0.6× 23 0.4× 45 0.9× 92 1.9× 31 298
Aikaterini Bagiati United States 9 276 1.5× 70 1.3× 26 0.5× 39 0.8× 109 2.3× 28 391
Ornit Sagy Israel 10 200 1.1× 57 1.0× 58 1.1× 23 0.5× 103 2.1× 20 302
Elizabeth A. Ring‐Whalen United States 9 268 1.5× 46 0.8× 24 0.5× 24 0.5× 79 1.6× 11 344
Leen Goovaerts Belgium 5 268 1.5× 45 0.8× 52 1.0× 14 0.3× 92 1.9× 12 371

Countries citing papers authored by Stanislav Avsec

Since Specialization
Citations

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

Fields of papers citing papers by Stanislav Avsec

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Stanislav Avsec

This figure shows the co-authorship network connecting the top 25 collaborators of Stanislav Avsec. A scholar is included among the top collaborators of Stanislav Avsec 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 Stanislav Avsec. Stanislav Avsec 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
1.
Avsec, Stanislav, et al.. (2025). Systems Thinking in the Role of Fostering Technological and Engineering Literacy. Systems. 14(1). 5–5.
2.
3.
Avsec, Stanislav, et al.. (2024). Human-Centered Systems Thinking in Technology-Enhanced Sustainable and Inclusive Architectural Design. Sustainability. 16(22). 9802–9802. 2 indexed citations
4.
Avsec, Stanislav, et al.. (2024). Synergizing Systems Thinking and Technology-Enhanced Learning for Sustainable Education Using the Flow Theory Framework. Sustainability. 16(21). 9319–9319. 2 indexed citations
5.
Avsec, Stanislav, et al.. (2023). Systems Thinking Skills and the ICT Self-Concept in Preschool Teachers for Sustainable Curriculum Transformation. Sustainability. 15(20). 15131–15131. 6 indexed citations
6.
Avsec, Stanislav. (2023). Design Thinking to Envision More Sustainable Technology-Enhanced Teaching for Effective Knowledge Transfer. Sustainability. 15(2). 1163–1163. 8 indexed citations
7.
Avsec, Stanislav, et al.. (2023). Examining pre-service teachers regulation in distance and traditional preschool design and technology education. Heliyon. 9(2). e13738–e13738. 5 indexed citations
8.
9.
Avsec, Stanislav & Vesna Ferk Savec. (2021). PREDICTIVE MODELLING OF PRE-SERVICE SCIENCE AND TECHNOLOGY TEACHERS’ INNOVATIVE BEHAVIOUR. Journal of Baltic Science Education. 20(2). 171–183. 9 indexed citations
10.
Avsec, Stanislav, et al.. (2020). Interdisciplinary critical and design thinking. International journal of engineering education. 36(1). 84–95. 13 indexed citations
11.
Avsec, Stanislav. (2018). Pre-service teachersʼ attitudes towards technology, engagement in active learning, and creativity as predictors of ability to innovate. International journal of engineering education. 34(3). 1049–1059. 8 indexed citations
12.
Torkar, Gregor, et al.. (2018). Science and Technology Education in Slovenian Compulsory Basic School: Possibilities for Gifted Education. Roeper Review. 40(2). 139–150. 7 indexed citations
13.
Avsec, Stanislav, et al.. (2016). Predicting academic success and creative ability in freshman chemical engineering students: a learning styles perspective. International journal of engineering education. 32(2). 682–694. 1 indexed citations
14.
Avsec, Stanislav, et al.. (2016). A Path Model of Effective Technology-Intensive Inquiry-Based Learning.. Educational Technology & Society. 19(1). 308–320. 13 indexed citations
15.
Avsec, Stanislav, et al.. (2016). The impact of robotics-enhanced approach on students’satisfaction in open learning environment. International journal of engineering education. 32(2). 804–817. 3 indexed citations
16.
Avsec, Stanislav, et al.. (2016). A path model of factors affecting secondary school students’ technological literacy. International Journal of Technology and Design Education. 28(1). 145–168. 17 indexed citations
17.
Avsec, Stanislav, et al.. (2015). How to provide better knowledge creation and diffusion in mechanical engineering: the DLSI as a vehicle. Repository of the University of Ljubljana (University of Ljubljana). 3(13). 280–285. 1 indexed citations
18.
Avsec, Stanislav, et al.. (2015). Predicting academic success and technological literacy in secondary education: a learning styles perspective. International Journal of Technology and Design Education. 27(2). 233–250. 12 indexed citations
19.
Avsec, Stanislav, et al.. (2015). Experiential learning of electronics subject matter in middle school robotics courses. International Journal of Technology and Design Education. 26(2). 205–224. 18 indexed citations
20.
Avsec, Stanislav, et al.. (2014). Effectiveness of Inquiry-Based Learning: How do Middle School Students Learn to Maximise the Efficacy of a Water Turbine?*. International journal of engineering education. 30(6). 1436–1449. 15 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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