The research paper entitled “Data Literacy in Greek Compulsory Education: Evidence from the DATA-READY National Report” was presented at the 5th International Conference on Technology and Innovation in Learning, Teaching and Education (TECH-EDU 2026), which took place in Alexandroupolis, Greece, from 22 to 24 June 2026.
The paper was co-authored by a team members Apostoolos Kostas, Filippos Tzortzoglou and Vasileios Paraschou and a research team from the University of the Aegean, including Stavros A. Pitsikalis, Ilona-Elefteryja Lasica and Georgios Kritikos, and draws on the findings of the Greek national study conducted within the framework of the Erasmus+ DATA-READY project.
Data Literacy in Compulsory Education
The study focused on Data Literacy within the Greek educational system and, more specifically, on the ways in which educators and other education stakeholders understand and use data in school practice.
Among other aspects, the study explored:
- participants’ understanding of the concept of Data Literacy,
- educators’ and stakeholders’ readiness to make use of educational data,
- existing practices related to the use of data in education,
- attitudes towards data-informed decision-making,
- professional development and training needs,
- and the main barriers that hinder the effective use of data in compulsory education.
Key Findings
The findings highlight an important challenge for the Greek educational system.
Participants appear to recognise the value of systematically using data to improve teaching, learning assessment, and educational decision-making.
However, positive attitudes alone are not sufficient to ensure the meaningful integration of Data Literacy into everyday educational practice.
The findings point to the need for:
- clearer and more coherent policy guidance regarding the use of educational data,
- targeted professional development and training opportunities for educators,
- practical tools and educational resources that can be directly applied in school settings,
- and appropriate organisational and institutional support.
Developing Data Literacy goes beyond the technical ability to read or analyse numerical information. It also involves the capacity of educators and school organisations to interpret information critically, make evidence-informed decisions, and use data in pedagogically meaningful, responsible, and ethical ways.
The Contribution of the DATA-READY Project
The Erasmus+ DATA-READY project aims to contribute to the development of the knowledge, skills, and enabling conditions required for educators and school communities to make effective use of educational data.
The presentation of the Greek national study at TECH-EDU 2026 provided an important opportunity to disseminate the project’s findings and exchange perspectives with researchers and professionals working in the field of educational technology.
At the same time, it contributed to the broader international discussion on how schools can develop a culture of evidence-informed decision-making while also addressing issues related to ethics, data protection, and pedagogical relevance.
TECH-EDU 2026
TECH-EDU 2026 provided a well-organised international forum for the exchange of research findings and good practices related to educational technology, innovation in teaching and learning, inclusion, and the future directions of education.
Warm congratulations are extended to the organising and scientific committees of the conference, and especially to TECH-EDU 2026 Conference Chair Sofia Hadjileontiadou and the entire organising team, for the excellent organisation of the event and for creating a productive international environment for scientific dialogue.
Participation in the conference offered another valuable opportunity to showcase the work of the DATA-READY project and the research activities of the University of the Aegean in the fields of digital education and the pedagogically responsible use of educational data.