EVIDALI

In today's data-rich but fragmented educational landscape, schools and education systems across Europe are under increasing pressure to make decisions that are evidence-informed or capable of integrating evidence. Teachers, school leaders and policy makers are expected to use data to improve teaching, learning and school management, but many lack the support, training and tools to do so effectively.

EVIDALI - Evidence-Informed Data Literacy for Policy & Practice is a three-year Erasmus+ project supporting schools, teachers and policy makers in making better use of education data. The project is coordinated by European Schoolnet together with partners from across Europe and explores how data literacy strategies can be designed and implemented at both policy and school levels. EVIDALI fits in with the Autonomous Province of Trento's priorities on digitalisation and educational innovation, promoting the development of transversal skills and practical tools to support teachers and school decision-makers.
This initiative strengthens the Province's role as a promoter of good practices at European level and confirms its commitment to quality education.

Through the design of customised data dashboards, it supports schools in their self-evaluation processes, facilitating the monitoring of progress and the planning of evidence-based strategic interventions.

It introduces artificial intelligence tools to support decision-making, improve the quality of teaching and make the school environment more innovative and excellence-oriented.

The project promotes theconscious and efficient use of data in the education system by strengthening the skills of teachers and school decision-makers and supporting the development of effective data literacy strategies.
In particular, the project intends to

• develop the capacities of policy makers in creating evidence-integrating data literacy strategies by mapping existing digital literacy policies and supporting measures in the EU Member States with a focus on approaches implemented at school level and in developing teachers' competences
• Encourage a collaborative community of policy-makers and researchers through policy learning labs, based on in-depth national case studies, designed to co-design effective and evidence-based data literacy policies.
• Evaluate teachers' practices in using data and their training needs through a representative survey in schools conducted on a large scale, ensuring that future interventions are anchored in actual classroom realities.
• to enrich and validate data use practices by engaging directly with teachers and trainers to identify good practices and by creating a free MOOC to strengthen teachers' data literacy skills.

To support these objectives throughout the project, a comprehensive communication strategy will be implemented to ensure

• the visibility and reach of the project, encouraging the involvement of policy, research and practice communities as well as a dialogue on data literacy at local, national and European level,
• encouraging the use of educational and policy resources,
• influencing policy changes: supporting policy makers in adopting data literacy strategies that enable the effective use of data for teaching and learning in primary and secondary schools, promoting the project's policy recommendations.

Coordinated by the body representing the Ministries of Education of all European countries, the project consists of several phases:

1. Mapping data literacy strategies in Europe
Through a survey addressed to the Ministries of Education of the EU Member States and interviews with policy-makers and stakeholders, the strategies currently in use will be collected and analysed. The results will be summarised in a report that will include representative case studies and offer an overview of the main features, strengths and weaknesses, providing useful insights for the design of future strategies.

2. Survey on training needs and the use of data in schools
A survey addressed to teachers and school managers in the project partner territories will be carried out in order to understand how data - also through artificial intelligence tools - are currently used in school self-evaluation and planning processes. The results will make it possible to identify levels of data literacy, the training needs of school staff and opportunities for improving the integration of data in teaching and organisational practice.

3. Policy Learning Labs for decision-makers
The project envisages a cycle of nine workshops, spread over the three-year period, for policy-makers involved in the education sector. These meetings will foster a dialogue between policy and research, promoting the development of evidence-based strategies in line with the territorial contexts and the results of the analyses and surveys carried out.

4. Validation of good practices in the use of data in schools
The most effective practices identified will undergo a three-stage validation process: a review by a group of teachers experienced in the use of data, workshops with schools in the territories involved and an open online course to gather further feedback. The validated good practices will be documented as replicable scenarios to foster continuous improvement of school activities.

5. Development of training resources
Based on the results, targeted training resources will be created, including an open online course for teachers and trainers. The course will offer interactive content to explore the strategic use of data in schools, also in relation to self-evaluation and the use of artificial intelligence tools. The resources will be available in open source format to facilitate their dissemination and adoption at European level.

Funded by the European Union. However, the views expressed belong to the author(s) alone and do not necessarily reflect the views of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor the EACEA can be held responsible for them.

80% of the budget allocated to the Autonomous Province of Trento is covered by the European contribution, amounting to € 57,162.14.

The remaining 20% is covered by the provincial budget, amounting to €14,290.54.

• Literature review on Data Literacy for Teaching (DLFT) as at 31/08/2025
• DALIS survey: questionnaires administered in 25 Trentino schools in early 2026, with a return rate beyond expectations (1,051 responses compared to 600 expected)