The DATA-READY project focuses on integrating Data Literacy (DL) into compulsory education acrossEurope. Recognising DL as a vital 21st-century skill, closely linked to digital, scientific, and AI literacies,the project addresses the current gap in curricula. It proposes a comprehensive European Data LiteracyFramework (DLF) to guide teaching and assessment, support teacher training, and promoteinterdisciplinary learning. Spanning from 2025 to 2028, project activities involve mapping existingpractices, piloting with students, and formulating policy recommendations in partner countries (Greece,Cyprus, Germany, Portugal, Poland). By equipping educators and students with critical data skills,DATA-READY aims to foster informed, ethical, and data-literate citizens.

In this study, digital storytelling refers to narrating linear stories using multimedia. Specifically, the study focuses on educational digital stories created by combining multimedia elements to understand and interpret a phenomenon related to a specific subject area, such as natural sciences, mathematics, arts, etc. We claim that digital storytelling can be an effective learning tool, contributing to the meaningful integration of technology in education. This study aims to investigate the changes in the knowledge of 12 sixth‐grade students regarding the day/night cycle phenomenon before and after the creation and experience of the digital stories they completed in the classroom, divided into four groups of three members each. The qualitative method of analysing the students' written explanations and the four digital stories they created was used to analyse the results and draw conclusions. According to the results, the students' models for the phenomenon and the specific aspects studied appear to have improved. Through the digital storytelling they created and the use of various modalities, students were allowed to shift their models from initial (mental) to scientific (conceptual) and express their knowledge more comprehensively and analytically. Additionally, using digital storytelling as an assessment tool revealed their deeper understanding.

This study examined teacher Data Literacy (DL) across compulsory education in Greece, Cyprus, Germany, Poland, and Portugal. Teacher DL was conceptualized as a multidimensional professional competence involving the critical, ethical, and responsible use of educational data. A cross-sectional survey of 545 in-service teachers examined DL conceptualizations, within-block dimensionality, cross-country variation, and associations with professional enactment and future data-use intention. Descriptive and non-parametric analyses were combined with exploratory factor analysis and hierarchical regression. Separate block-level analyses supported internally coherent observed-score indices without establishing discriminant validity across blocks. Cross-national differences were clearest in self-reported professional enactment. The final model explained 59.9% of enactment variance, with perceived DL capacity showing the strongest association (β = 0.401, p < 0.001). The future-intention model explained 42.1% of variance, with professional-development orientation (β = 0.403, p < 0.001) and positive attitudes (β = 0.197, p < 0.001) strongest. Findings remain exploratory and sample-specific.