Teachers' Data Literacy for Curriculum: A Comparative Study in Four Developing Countries

• Raden Bambang Eko Sugihartadi

  Indonesia University of Education

  Author

This comparative study examined how national education policies translated teacher data literacy into curriculum improvement across four developing countries: Indonesia, Vietnam, Kenya, and Colombia. Using a directed document review, the study analyzed internationally validated policy reports from UNESCO, the World Bank, and the OECD to explore the alignment between policy ambition and classroom-level practice. The analysis was structured around three key dimensions: technological infrastructure readiness, continuity of professional development, and pedagogical use of assessment data. The findings indicated that while all four countries had expanded access to educational data, teachers’ capacity to transform data into meaningful instructional action remained uneven. Vietnam demonstrated strong professional integration through collaborative practices, Kenya excelled in community-based and coaching-oriented interventions, while Indonesia and Colombia were undergoing critical transitions that required greater investment in human capital. Across cases, constraints were driven more by systemic and institutional factors than by individual teacher willingness or competence. The study concluded that effective teacher data literacy depended less on data availability and more on sustained professional support, contextual interpretation, and coherent policy frameworks. By synthesizing diverse national approaches, this study offered policy-relevant insights for strengthening teacher capacity and bridging the persistent gap between macro-level data systems and micro-level curriculum enactment

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