Data literacy for teaching from data team building: A systematic review
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Abstract
This study aims to analyze the existing literature on data literacy among teachers through the formation of data teams. A systematic review was conducted following the PRISMA protocol, using the Scopus, WoS, and EBSCOhost databases, and eight articles were selected for the final review. The results show that interventions with data teams improve self-efficacy, skills, and knowledge in data use, although the effects on attitudes and beliefs are less consistent. Challenges such as lack of time and resources were identified, as well as the need to improve specific competencies and address certain ethical concerns. The most effective interventions included prolonged follow-up and facilitator support, highlighting the importance of continuous backing. However, further research is needed to better understand the impact on teachers’ attitudes and to explore the applicability of these interventions in various educational contexts.
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