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.