A Bottom-Up Approach to Data-Informed Teaching, Croatia
In this case, data use emerges from teacher initiative rather than system requirements, showing how learning data can support more engaging and personalised teaching. By combining data with professional judgement, contextual understanding, and ethical considerations, teachers adapt their practices to better respond to students’ needs.
This example highlights both the potential of teacher-led, data-informed approaches and the importance of building more structured support to sustain and scale these practices. Explore the full case study to learn how this approach was developed in practice.