This report aims to map the existing research on Data Literacy for Teaching (DLFT), identifying key concepts, theoretical frameworks, and measurement approaches. The review systematically evaluates the literature, focusing on strengths, weaknesses, limitations, and potential biases of existing empirical studies. It examines three interconnected strands— conceptualisation, operationalization, and measurement—providing a foundation for the development of new assessment tools, such as the DaLiS questionnaire and informing the design of theory-driven survey.
Methodology
A literature review was conducted, combining a systematic search of high-quality quantitative empirical studies implemented through the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method with a focused search for key theoretical contributions on data literacy in education. This dual approach ensured both a comprehensive mapping of validated measurement instruments and a robust conceptual grounding. ❖ A total of 76 empirical studies were included in the review. Most were single-country studies conducted between 2011 and 2025, reflecting the growing importance of data literacy in contemporary education. Sample sizes ranged from 11 to 11,784 participants (average 412), with most respondents being teachers, although school leaders, administrators, and other educational staff were also included, highlighting the systemic nature of data use.
Record created:
15 September 2026
This report aims to map the existing research on Data Literacy for Teaching (DLFT), identifying key concepts, theoretical frameworks, and measurement approaches. The review systematically evaluates the literature, focusing on strengths, weaknesses, limitations, and potential biases of existing empirical studies. It examines three interconnected strands— conceptualisation, operationalization, and measurement—providing a foundation for the development of new assessment tools, such as the DaLiS questionnaire and informing the design of theory-driven survey.
Methodology
A literature review was conducted, combining a systematic search of high-quality quantitative empirical studies implemented through the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method with a focused search for key theoretical contributions on data literacy in education. This dual approach ensured both a comprehensive mapping of validated measurement instruments and a robust conceptual grounding. ❖ A total of 76 empirical studies were included in the review. Most were single-country studies conducted between 2011 and 2025, reflecting the growing importance of data literacy in contemporary education. Sample sizes ranged from 11 to 11,784 participants (average 412), with most respondents being teachers, although school leaders, administrators, and other educational staff were also included, highlighting the systemic nature of data use.
Record created:
15 September 2026- media literacy digital literacy
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