Exploring the Status of Teachers' Data Literacy in Smart Classroom Environments

The current advancement of smart classroom environments poses specific challenges for teachers to scientifically utilize educational data for teaching. Teachers' data literacy has a crucial impact on driving the transformation of smart classrooms. However, existing research in this area is relatively scarce and limited. Therefore, this study focuses on the overall status of teachers' data literacy in adapting to the new environment of smart classroom environments. By conducting a literature review, we constructed an assessment scale for teachers' data literacy in smart classroom environments. We selected 246 primary and secondary school teachers with experience in smart classroom environments as research subjects and investigated the current status of teachers' data literacy through a questionnaire survey. The study identified three types of teachers through the K-means algorithm, and indicated teachers' prominent performance in data ethics and deficiencies in data knowledge. Additionally, it found that female teachers, younger teachers, and those with an associate degree have higher levels of data literacy. These findings provide insights and directional references for enhancing teachers' data literacy.