Data Literacy of Secondary School Teachers: the Competence-Based Approach
Volume 43, Issue 2 (2024), pp. 17–27
Pub. online: 11 July 2024
Type: Article
Open Access
Open Access
Published
11 July 2024
11 July 2024
Abstract
This study analyses the charging role of data literacy for general education teachers in the digital age, and highlights the need for
educators to be attentive to the feedback data generated by various educational platforms and the emergence of data literacy as a crucial
competency. Recognising the importance of data literacy in a variety of domains, it highlights the challenges that teachers face
in using data for effective teaching, as teachers play a crucial role in data-driven learning, and make informed pedagogical decisions
based on data interpretation and analysis. The study aims to analyse the theoretical foundations, highlighting the implications of
data literacy for teaching practice and the quality of education. It concludes that effective and equitable education in the digital era
requires the inclusion of teachers’ data literacy skills, and the promotion of a broader public understanding of the interaction between
data, education and student outcomes.