Data Driven Mobility Transition: Enhancing Data Literacy and Self-efficacy Through a Transdisciplinary Project Week in Secondary Education

This study focuses on an important yet often neglected topic in public personnel competency studies: competencies required for digital government. It addresses the question: Which competencies do civil servants need for data-driven decision-making (DDDM) in local governments? Empirical data are obtained through a combination of 12 expert interviews and 22 Behavioral Event Interviews. Our analysis shows that DDDM as observed in this study is a hybrid process that contains elements of both “traditional” and “data-driven” decision-making. We identified eight competencies that are required in this process: data literacy, critical thinking, teamwork, domain expertise, data analytical skills, engaging stakeholders, innovativeness, and political astuteness. These competencies are also hybrid: a combination of more “traditional” (e.g., political astuteness) and more “innovative” (e.g., data literacy) competencies. We conclude that local governments need to invest resources in developing or selecting these competencies among their employees, to exploit the possibilities data offers in a responsible way.

EmpoderaData – from the Spanish word empoderar ‘to empower’ – is a partnership research project between the University of Manchester (UK), Fundação Getulio Vargas (Brazil), Universidad del Rosario (Colombia) and Data-Pop Alliance (US and France). The project builds upon a successful data-driven, research-led paid internship programme in the UK (Q-Step) which enables undergraduate social science students to practise data skills through immersion in the workplace. Two-hundred and fifty students have benefited from the Q-Step programme in six years, many graduating into analytical careers in civic society and industry. EmpoderaData aims to build on this experiential learning initiative by developing a data fellowship programme in order to foster and develop data literacy skills in Latin America, led by the need to address society’s most pressing issues and using the framework of the Sustainable Development Goals (SDGs). EmpoderaData Phase 1 explored whether the internship model would have relevance and usefulness within the context of three Latin American case study countries (Brazil, Colombia and Mexico). The team set out to establish a baseline of the state of data literacy and existing training programs in Brazil, Colombia and Mexico. As part of a ‘Big Data for the Common Good’ event, a workshop was held in São Paulo with thirty participants representing data literacy advocacy or policy formation and drawn from civil society, academia, the private and public sector. The main conclusions from this first phase are: (1) the most requested data literacy training need is for basic skills, including introductory statistics, foundation data analysis and methodological skills; (2) paid data fellowship models are acknowledged as a useful intervention; and (3) the notion of a ‘hybrid’ professional to build data literacy capacities for ‘social science’ purposes provides a practical way forward. In the EmpoderaData Phase 2 project our focus was on Colombia to explore the challenges and opportunities of developing a pilot data fellowship model there. Engaging with national, regional and international capacity development efforts, this highlighted a demand for partnerships between universities and organisations working on the social challenges represented by the SDGs. Partnerships ensure that the in-country data literacy pipeline is strengthened in a home-grown, self-sustaining way, producing a steady flow of data literate graduates into the institutions and sectors where critical data skills are most needed. We report on how the EmpoderaData project is exploring working with students studying Science, Technology, Engineering and Mathematics (STEM) degrees at the Universidad del Rosario, to improve the application of statistical methods to the social sciences. The aim is to strengthen STEM skills and develop youth empowerment across Colombia, urban and rural areas, to improve the quality of statistical education at the national level, and support the skills needed to deliver the SDGs. In parallel, the Fundação Getulio Vargas (FGV) Business School in São Paulo agreed to trial the work-placement programme in their undergraduate business and public policy degrees through a programme entitled ‘The FGV Q-Step Center to improve quantitative skills in undergraduate business students’. This two-year-long funded study will enable us to explore the transferability of the internship model from the UK to Brazil. The paper will discuss how the programme was established (following the lessons learned from EmpoderaData), explain how this model will be implemented in FGV, especially paying attention to how the curriculum will develop to support it, and how the impact of the programme will be monitored. The knowledge exchange generated from this study will complement the research conducted through the EmpoderaData project. The paper will cover the progress of the EmpoderaData project and FGV-Q-Step Center to date and explore how we are developing these initiatives, the challenges we have faced, and how through partnership working we are developing capacity building in statistical and data skills training.

Critical thinking is a vital 21st-century graduate attribute that significantly enhances employability and adaptability. This study investigated the effectiveness of experiential learning in fostering students’ critical thinking skills within the context of Indonesian higher education. Using a quantitative pretest-posttest design, data were collected from 117 university students enrolled in a science course at Universitas Riau. A structured questionnaire assessing five levels of critical thinking was used to measure students’ skills before and after the intervention. The findings revealed a statistically significant improvement in students’ critical thinking after the intervention (p < .001), with an average increase of 6.78 points and a 13.9% gain. Cohen’s d value of 0.84 indicated a large effect size. Post-intervention results showed a substantial shift in the distribution of critical thinking levels, with more students reaching the ‘superior’ and ‘exceptional’ categories. These results underscored the value of active, reflective, and real-world learning experiences in enhancing students’ cognitive skills. This study contributes to the growing body of evidence on pedagogical innovations in science education and offers practical implications for curriculum reform in developing countries.

This study aimed to examine the relationship between project-based learning (PBL) strategies and student motivation among 320 ninth‑ and tenth-grade students in government girls’ high schools in Khuzdar. A five-point Likert questionnaire, validated for consistency (Cronbach’s alpha = 0.92), was used to gather data. Descriptive statistics showed high average scores for engagement, innovative thinking, and commitment (means ranging from 3.63 to 3.88). Correlation analysis revealed a strong positive link between PBL use and motivation (r = .792, p < .001), and regression analysis indicated that PBL strategies accounted for 62.7% of the variance in student motivation (B = .732, p < .001). These results support prior studies demonstrating the motivational benefits of authentic, student-centered projects. Overall, the study provides clear evidence that well-designed PBL can enhance intrinsic motivation in secondary education settings and offers practical guidance for educators seeking to foster greater motivation through real-world learning experiences.

In this paper we examine what ‘data literacy’ – under various definitions – means at a time of persistent distribution of ‘dis-/mis-/mal-information’ via digital media. The paper first explores the definition of literacies (written, media, information, digital and data literacies) considering the various parameters and considerations they have gone through. We then examine the intersection of dis-/mis-/mal-information and ‘fake-news’ and these literacies. The paper explores what types of literacies are needed today and the important role of variations in citizens' social context. We highlight three main gaps in current data literacy frameworks – 1. going beyond the individual; 2. critical thinking of the online ecosystem; and 3. designing skills for proactive citizens. We discuss these gaps while highlighting how we integrated these into our survey of UK citizens' data literacies as part of our Nuffield Foundation funded project - Me and My Big Data. By discussing our theoretical and methodological challenges we aim to shed light on not only how the definition of data literacy changes but also how we can develop education programmes that take into account information distortions and put proactive citizens at the centre.

(1) Background: Each year, significant volumes of healthcare data are generated through both research and care. Since fundamental digital processes cannot function effectively without essential data competencies, the challenge lies in enhancing the quality of data management by establishing data literacy among professionals in outpatient healthcare and research. (2) Methods: Within the DIM.RUHR project (Data Competence Center for Interprofessional Use of Health Data in the Ruhr Metropolis), a didactic concept for interprofessional data literacy education is developed, structured as a learning objectives matrix. Initially conceived through a literature review, this concept has been continually developed through collaboration with interprofessional project partners. The study was conducted between February 2023 and June 2024. (3) Results: The foundational structure and content of the didactic concept are based on various scientific studies related to general data literacy and the outcomes of an interactive workshop with project partners. Eight distinct subject areas have been developed to encompass the data literacy required in healthcare professions: (1) Fundamentals and general concepts, (2) ethical, legal, and social considerations, (3) establishing a data culture, (4) acquiring data, (5) managing data, (6) analyzing data, (7) interpreting data, and (8) deriving actions. Within these, learners' data literacy is assessed across the four competency areas: basic, intermediate, advanced, and highly specialized. (4) Conclusions: The learning objectives matrix is anticipated to serve as a solid foundation for the development of teaching and learning modules aimed at enhancing data literacy across healthcare professions, enabling them to effectively manage data processes while addressing the challenges associated with digital transformation.

Teaching project management to engineering students demands real-world experiences in which they can apply and develop work-ready skills, such as critical thinking, empathy, and teamwork. While a shortage of these skills in new graduates is frequently claimed by engineering companies and educational bodies, there is still a lack of higher education research studies on how to foster them through teaching practice. This paper intends to contribute to filling this gap by presenting an exploratory case study research of a Project-Based Learning (PjBL) experience aimed at designing and implementing a professional (re)integration plan for social and economic deprived people (e.g., long/short-term unemployed), who depend on external food supply provided by a non-profit organization called REFOOD. The experience was carried out in Portugal, from February to June 2021, with 7 MSc mechanical engineering students from the University of Trás-os-Montes and Alto Douro (UTAD). We firstly describe the PjBL experience in terms of the key driving question, the learning goals, the educational activities, the collaboration among students and stakeholders, the scaffolding activities, and the tangible learning artefacts produced. We further discuss the preliminary results of the study from data collected through documental analysis, participant observation, and self-completion questionnaires on students’ perceptions of the PjBL experience. Data analysis shows that this experience positively impacted the development of students’ project management, empathy, critical thinking, and team-working skills, by mainly having challenged their personal belief systems and biases related to the real-world scenarios they dealt with. Finally, we outline implications for the teaching practice concerning the development of similar PjBL experiences, as well as future research directions.KeywordsEngineering educationSocial responsibilityProject managementEmpathyCritical thinking

The chapter analyses that it is crucial to incorporate mixed teaching methods that promote mobility, agility, creativity, and critical thinking to enhance student's learning experience. Critical thinking ability is indispensable in all fields, both within and beyond academia. It needs to be more than conventional classroom methods to impart theoretical and conceptual knowledge. Educational institutions should necessarily incorporate practical, real-world learning experiences into the curriculum by changing internal assignments into field studies. Further, the authors in this chapter discussed how the primary objectives of teaching need to create innovative pedagogical techniques to build collaborative relationships and research-oriented assignments that create sound reasoning skills essential to developing critical thinking. It involves analytical thinking, assessing evidence, determining assumptions, and examining arguments. These skills allow learners to make informed decisions, form opinions, and solve problems confidently.

Project Based Learning (PBL) is an instructional approach that involves students dealing with their problems by practicing in the field. The PBL is one of the choices of current learning methods in almost all scientific fields, including accounting. Based on the previous research, the PBL will only increase social value and soft skills, not basic accounting knowledge. The policy of implementing PBL in introductory courses is a complicated matter to the consequences of achievement in the essential accounting competencies. This descriptive quantitative research aims to evaluate the effectiveness of the application of PBL in introductory accounting courses for first’s year students by using Kirkpatrick’s four levels evaluation model. Respondents consisted of 3 subjects in PBL those are of 155 students, five teaching lecturers, and 11 clients. This model includes the evaluation on four levels: reaction, learning, impact, and outcome. This research resulted in exciting findings, namely that the PBL provides more experience in soft skills (human literacy, technological literacy, data literacy) and critical thinking patterns rather than increasing the achievement of the essential accounting competencies. The suggestion that can be given is that the PBL should be applied to subjects with achievements beyond the essential competencies, in which the first year is crucial to equip students with basic accounting knowledge. Basic knowledge becomes the foundation for the following year’s course level, so it must be prepared wisely.

Our upper‐division course, Molecular Basis of Disease, requires students to synthesize content from disciplines ranging from physiology to molecular biology and genetics. Analysis of data from primary literature is emphasized to engage students with the scientific process. This requires students to know a considerable amount of technical information, experimental techniques, and basic biological concepts. We find that students' knowledge of experimental techniques such as RT‐PCR, western blot, and microarrays varies substantially. Therefore, we designed a pre‐ and post‐test instrument based on a model for classifying students' skills to measure their abilities at analyzing scientific data and improvement of these skills over time. The instrument addressed basic data observation abilities, identification of appropriate controls, interpretation of data from multiple experiments, and ability to predict results from experiments or propose follow‐up experiments. Students' scores on the pre‐test ranged from 40% to 90% correct, with synthesis and prediction questions the most frequently missed. Individual student gains in data analysis skills were determined by comparing pre‐test and post‐test scores. We propose that integration of primary literature in upper‐division courses can improve students' data analysis skills and promote analytical and critical thinking about scientific content.

Students of Arabic Language Education at State Institute for Islamic Studies of Kerinci often face difficulties in developing speaking skills, mainly due to traditional, teacher-centered methods that limit active participation. Project-Based Learning offers a more engaging approach, while Experiential Learning Theory helps explain how real-world learning experiences can improve students’ communicative competence. This study aims to analyze the role of Project-Based Learning in enhancing the speaking skills of Arabic language students at Kerinci through the lens of Experiential Learning Theory as developed by David Kolb. Employing a qualitative method with a case study design, the research was conducted within the context of Arabic language instruction. The study involves data collection through interviews, observations, and document analysis, followed by thematic analysis to explore the integration of Project-Based Learning and Experiential Learning Theory. The findings are interpreted using Kolb’s learning cycle to explore its role in the development of students’ Arabic speaking skills. The results show that the implementation of Project-Based Learning fosters active student participation in oral communication by creating a collaborative and reflective learning environment. In this context, Kolb’s experiential learning cycle comprising concrete experience, reflective observation, abstract conceptualization, and active experimentation was found to be organically integrated into the dynamics of the project, rendering the learning experience not only cognitively meaningful but also affectively and socially transformative. A novel contribution of this study lies in its identification of how students’ sense of ownership over the project process directly stimulates intrinsic motivation, speaking confidence, and academic resilience in the face of linguistic challenges. Furthermore, the integration of Project-Based Learning and Experiential Learning Theory was shown to promote the development of heightened metalinguistic awareness and to accelerate students’ identity shift from passive language users to active and reflective communicators. This study recommends the systematic implementation of Kolb-based Project-Based Learning within Arabic language curricula to support pedagogical transformation geared toward authentic, participatory, and sustainable communication.

Integrating data literacy into K-12 education in an increasingly data-driven society is imperative. Data literacy is conceptualized as an interdisciplinary competence that extends beyond traditional statistical understanding, encompassing skills in accessing, analyzing, interpreting, and effectively communicating insights derived from data. The paper argues for a paradigm shift in educational approaches, advocating for incorporating contextual, inquiry-based methodologies over the traditional formalisms-first approach. This shift is essential for enhancing students' ability to apply data literacy skills in real-world contexts. The limitations of a formalisms-first pedagogical approach are discussed, highlighting its potential to restrict students' practical application of theoretical knowledge. In contrast, the article advocates for inquiry-driven educational strategies like project-based and problem-based learning to foster deeper engagement and understanding of data literacy. These strategies may be more effective in connecting theoretical concepts with students' lived experiences and real-world applications. Additionally, the paper argues that data literacy should be framed as language. Designers of data literacy learning progressions should draw on examples from mathematics and science domains and research to build students' understanding of the transformation processes from data to evidence and subsequently to models and explanations. Further, the article explores the integration of technology in data literacy education. It underscores the role of digital tools and platforms in facilitating interactive, hands-on experiences with complex data sets, enriching the learning process, and preparing students for the challenges of the digital era. In conclusion, the article calls for a comprehensive, interdisciplinary approach to data literacy education underpinned by technology-enhanced learning environments. This approach is essential for developing both the technical skills for data manipulation and a critical mindset for data evaluation and interpretation, thereby cultivating a responsible, data-literate citizenry capable of informed decision-making in a data-rich world.

The successful integration of a novel and dynamic project-based learning (PBL) methodology, grounded in experiential learning principles, within the pedagogy of the first-year Chemical Engineering program, yielded transformative outcomes in the teaching and learning of the Statics course. This endeavour involved a project-based experiential learning approach, wherein students actively engaged in the conceiving, designing, constructing, and testing a truss structure. This strategic shift from conventional teaching methods to a student-centred approach aimed to empower the learning experience. Facilitated by project-based experiential learning, students collaborated in groups to conceptualize, build, and evaluate the truss structure, fostering self-directed learning skills and enhancing 21st Century 4C skills. The project was designed based on constructivist learning theory, emphasizing experiential learning and scaffolded activities to support students in achieving the project's outcomes. Throughout the project journey, students consistently demonstrated proficiency in applying free-body diagram concepts, which aligns with the constructivist approach to learning. This evidence was documented in student-prepared vlogs, showcasing their ongoing application of theoretical knowledge to practical challenges. At the project's conclusion, a survey was conducted among 124 students in the first semester of the 2022/2023 academic year to assess project outcomes. The results indicated high levels of agreement among students, with 96% agreeing to collaboration elements, 90.4% to communication, 91.2% to critical thinking, and 90.4% to creativity. Moreover, 88.8% of students agreed that their knowledge in designing basic truss structures improved, 96.8% felt more confident in analysing truss structures, and 81.6% found creating montage videos beneficial. Through our innovative methodologies, we contribute to the advancement of engineering education and ensure that our students are prepared to face the challenges of the future with confidence and creativity.

Competent data handling is crucial for active and informed participation in modern society. To equip students for this challenge, data literacy must be strengthened throughout their K-12 education. This scoping review, conducted following PRISMA-ScR guidelines, aims to provide an overview of methods and approaches for enhancing specific sub-skills of data literacy and to identify research gaps. Analysis of 30 relevant papers reveals that, although various definitions and models of data literacy exist, most emphasize data analysis skills. This area is extensively covered in practical approaches, three times more than methods for planning and conducting independent data collection. This disparity highlights an imbalance in data literacy development and underscores the need to address under-represented sub-skills, in particular the actual data collection process. The review suggests a focus on project-based learning with real-world data and current issues as an effective method to balance out this disparity. Future research should explore and develop comprehensive approaches to teaching all aspects of data literacy, particularly those currently underemphasized.

This paper describes a project-based learning (PBL) experience in a compilers course. In PBL, students play an active goal in learning and professors act like facilitators of knowledge. In PBL, students face authentic and motivating problems that require them to answer to complex questions and develop success skills. We first explain why the majority of projects used in the compilers course are not fit for this teaching strategy. Based on this problem, we propose a project that enables student motivation and sustained inquiry. We describe a one-semester experience with two professors and 40 students. In the experience described, students were asked to work in groups to build a complete compiler for a language designed on their own. Furthermore, we designed different types of classes, such as traditional lectures, time in the lab, group meetings and design discussions to enable student voice, reflection, critical thinking and critique, essential elements of PBL that are commonly not sufficiently addressed in traditional course organizations. The results show that students were highly motivated and capable of identifying which success skills needed improvement.