Role of data literacy training for decision-making in teaching practice
A systematic review
Bibliographic Data
| ID | 22167167 |
|---|---|
| Authors | Fabián Sandoval-Ríos (0009-0007-4217-4665), Carla Gajardo-Poblete, Juan Antonio López-Núñez |
| Year | 2025 |
| Volume | 10 |
| Publication date | 2025-03-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1485821 |
| Language | EN |
| Citations received | 3 |
| References cited | 56 |
This systematic review examines the impact of data literacy training on teachers’ and pre-service teachers’ decision-making skills. Data literacy, essential for effective teaching, involves formulating questions, collecting relevant data, and making informed decisions. The review analyzed 16 studies published between 2014 and 2023, selected from Web of Science, Scopus, and EBSCOhost. Findings indicate that structured decision-making models, authentic contexts, collaborative learning, and long-term follow-up are the most effective strategies, leading to significant improvements in self-efficacy and knowledge. Programs emphasizing real-world data applications and structured instructional support had the greatest impact on teachers’ confidence and ability to use data for pedagogical decision-making. However, a gap remains in explicitly fostering decision-making skills, as many studies prioritized data analysis over instructional application. These results highlight the need for training programs that integrate structured decision-making into data literacy frameworks, ensuring teachers not only analyze data but also apply it effectively. Future research should focus on developing standardized assessment tools and conducting long-term studies to evaluate the lasting impact of data literacy training on teaching practices
Data-based decision-making for school improvement
Interventions Promoting Educators’ Use of Data
Factors Influencing the Functioning of Data Teams
Distribution Theory for Glass's Estimator of Effect size and Related Estimators
School Engagement
Exploring the communities of learning policy in New Zealand using social network analysis
Data Literacy Training for K–12 Teachers
An evaluation of a decision‐making model on preservice teachers' instructional decision‐making from curriculum‐based measurement progress monitoring graphs
Effects of Varying Levels of Data Use to Intensify a Multisyllabic Word Reading Intervention for Upper Elementary Students With or at Risk for Reading Disabilities
Effects of Data-Based Decision-Making on Low-Performing Readers in General Education Classrooms
Factors Related to Data-Based Decision-Making
Data-based decision-making in schools
Data literacy
Thinking about data
The development of data use, data skills, and positive attitude towards data use in a data team intervention for teacher educators
Teacher needs for data-related professional learning
Effects of a data use intervention on educators’ use of knowledge and skills
Misconceptions about data-based decision making in education
Online interventions to promote teacher data-driven decision making
The intersection of school context and teachers’ data use practice
Using a Data Chat to Teach Instructional Interventions
A classroom data literacy intervention for pre-service teachers
Fostering aspects of pre-service teachers’ data literacy
Expected data literacy knowledge and skills for early career teachers
Developing data literacy
Critical data-driven decision making
Prerequisites for data-based decision making in the classroom
What does it mean for teachers to be data literate
Data-informed curriculum reform
How Do Teachers Make Sense of Data in the Context of High-Stakes Decision Making
A power primer
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |