Developing data awareness in data science education for empowerment in a data-driven world

Abstract In a data-driven world, where digital technologies and infrastructures continuously collect, process, and use data about their users, thereby making users subjects of data practices embedded in digital applications such as social media platforms, search engines, and streaming services, preparing students to navigate and critically engage with such environments has become an important goal for education. Research indicates that many students lack an understanding of these data practices, feel powerless in relation to them, and therefore adopt passive roles. Educational approaches are thus needed that empower students. This raises a conceptual challenge for statistical and computing education: How can educational approaches support students and enable them to engage with these data practices in informed and reflective ways? We compare data awareness from computing education with critical statistical literacy using the ReVEAL model. Selected for their complementary nature, these approaches inform a proposed integration connecting understanding continuous data practices, evaluating statistical evidence, and reflecting on power and possibilities for individual and collective action. The proposed integration offers a conceptual basis for education for critical and empowered citizenship in a data-driven world. It aims to support learners in understanding and evaluating everyday data practices and participating in decisions about their use and governance. Its implications for competence development and civic participation require empirical investigation.