"Digital Readiness for Big Data Use in Schools: The Case of Uzbekistan"

Annotation: In the age of digital transformation, big data can be a very powerful instrument in enhancing education with data-driven decision-making and personalization of learning. Nevertheless, in the majority of developing countries, including Uzbekistan, utilization of big data in educational practices remains in the early stages. This paper scrutinizes the situation of big data use by teachers in schools of Uzbekistan with particular focus on their digital literacy and the hindrances to data-driven education. With a mixed-methods design, 170 teachers were surveyed and semi-structured interviewed. Multiple linear regression models were employed to estimate the impact of demographic and professional factors on teachers' digital competence and use of big data. The results show that education level and work experience are significant predictors of digital competence and big data usage, while gender, age, and school type were not statistically significant. Systemic barriers including poor infrastructure, lack of training, and inadequate institutional support are also identified by the study. The findings offer prescriptive policy recommendations, for example, the need for national strategies, in-depth training sessions, and adopting a culture for data-informed information in schools. The research adds richness to the quantitative literature on digital education in emerging economies and stresses that empowering teachers has the pivotal function of enabling teachers to harness the potential of big data for quality teaching and learning outcomes.