Building the foundations for data literacy in schools across Europe.
Setting the scene: Data Literacy for meaningful learning
The recently launched EVIDALI project explores what conditions are necessary for data literacy strategies to effectively harness data for teaching and learning in primary and secondary schools. Recognising the diversity of European education systems, the project also examines how such strategies can be adapted to local contexts to remain relevant and sustainable.
Structured around two complementary strands — policy and school practice — EVIDALI aims to bridge the gap between research, policymaking, and classroom realities. Over the project’s 30 months, the consortium will carry out a mapping analysis of national policies, a large-scale survey of schools, case studies of good practices, the design of a Massive Open Online Course (MOOC) for teachers, and a Policy Learning Lab (PLLab) series to foster mutual learning among regions.
Strengthening partnerships and governance
From a management perspective, the project has established strong foundations for implementation. A new associate partner, Fondazione per la Scuola, has joined EVIDALI, expanding its presence in Italy and opening possibilities to extend the DaLiS survey to additional regions such as Piemonte and Lombardy.
A comprehensive data management plan has been developed, ensuring responsible data handling throughout the project. Key project management processes have also been set up, providing a robust operational framework for the next stages of work.
Mapping national policies on Data Literacy
EVIDALI has conducted an extensive mapping analysis of existing national strategies for data literacy across EU Member States. A dedicated questionnaire was distributed to policymakers, complemented by targeted desk research.
The analysis, that is being finalised and translated, reveals that data literacy policies remain fragmented across Europe. Rather than being addressed as a distinct area, data literacy is often embedded within broader domains such as digital skills or artificial intelligence (AI) strategies. This insight underscores the importance of developing a shared understanding of data literacy as a foundational competence for the teaching profession.
Preparing for case studies: capturing practice in context
Work has also begun on developing selection criteria for case studies that will illustrate how data literacy strategies operate in real school settings. These case studies will analyse the national and school context, the framing of educational problems, and the ways in which data is used to inform teaching and learning.
The ultimate goal is to identify insightful, transferable examples of effective data use and practices that can inspire both policy and classroom innovation across Europe.
Exploring how Data Literacy Is assessed in schools
In parallel, EVIDALI has completed a literature review on data literacy assessment in schools, analysing 76 studies and extracting over 500 survey questions. These items are guiding the development of the DaLiS (Data Literacy for Schools) survey.
The review found that while teacher competences and classroom-level practices are relatively well studied, systemic and organisational dimensions, including leadership, institutional policies, and collaborative structures, remain underexplored. Moreover, most existing studies rely on self-reported data, highlighting the need for more direct assessment tools.
Given the limited research on AI literacy in schools, the EVIDALI team is adapting relevant frameworks from other fields to ensure that the upcoming survey captures the evolving intersection between data, AI, and education.
Designing the DaLiS Survey: a multidimensional approach
Drawing on these findings, the DaLiS survey is being designed to capture not only teachers’ classroom practices but also the contextual and leadership factors that shape how data is used and valued in schools.
The survey will provide a comprehensive and forward-looking assessment of data and AI literacy in education, offering evidence to support teacher professional development and inform policymaking. The launch of the questionnaire is planned for December 2025, following discussion and validation within the next Policy Learning Lab.
The first Policy Learning Lab: shared learning across regions
The first Policy Learning Lab (PLLab) brought together representatives from the four participating territories: the Autonomous Province of Trento (Italy), Malta, the Autonomous Region of Madeira (Portugal), and the Regional Government of Castilla y León (Spain).
During this inaugural meeting in spring 2025, participants explored key concepts and terminology around “data literacy,” discussed the different users and uses of educational data, and reflected on how data is used by school leaders and teachers..
An intervention by Professor Serafina Pastore focused on teachers’ data and assessment literacy, with reference to the Italian context, while a heuristic comparative mapping exercise shed light on how each territory positions data literacy within its broader digital education strategy. The PLLab confirmed the value of cross-regional dialogue in building a shared understanding of challenges and opportunities for data use in education.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.