What it is
Findings from an online survey of 677 teachers across seven European countries, examining how GenAI is being used in education and how this relates to data literacy.
What you’ll find inside
- A clear pattern: teachers use GenAI extensively for professional tasks (41% weekly; 15% daily), especially for creating instructional materials, but classroom use with students is still limited.
- Teachers perceive students as frequent GenAI users—creating an urgent need for guidance that is realistic, classroom-ready, and aligned with learning goals.
- Data literacy is often poorly understood or conflated with general critical thinking or information literacy—yet teachers broadly recognise its importance and want clearer, more concrete examples.
- Key concerns include overreliance, misinformation, erosion of core skills, academic integrity, and privacy—and many schools are still developing GenAI policies.
Explore D2.2/ download pdf [LINK]
Harvey Mellar, H2 Learning
Q: From the survey across seven countries, what’s the most important reality check for schools about data-literacy and GenAI, and what’s the one support teachers need most urgently to respond well?”
A: Whilst there are some teachers who have a good understanding of data literacy, many teachers are either unsure what is meant by data literacy, or tend to conflate it with general critical thinking rather than explicitly thinking about working with data, This limits their ability to support students in understanding how GenAI tools generate content, and hence how to use these tools safely and appropriately.
The support teachers need most urgently is practical discipline-specific classroom resources embedding data literacy practices that they can use immediately, together with assessment redesign strategies that can address the issues of GenAI use.
