Data literacy in the university context: a training proposal for the field of Social Sciences
DOI:
https://doi.org/10.62758/re.318Keywords:
Data Literacy, Training Scenarios, Social Sciences, Training, Teachers, Higher EducationAbstract
Data literacy has become an essential skill for university lecturers, especially in the field of social sciences, where rigorous and ethical analysis of information is indispensable for teaching that is adapted to the challenges of the digital society. This study presents a training proposal designed to strengthen teachers' data management skills, based on an analysis of existing training programmes at national and international level, as well as the results of a survey of 706 Spanish university teachers. The resulting course, designed in a virtual format, is structured in five modules that address key issues: personal and academic data protection, reliability and evaluation of data sources, research data management, visualization and graphical interpretation, and reuse and citation strategies. The methodology adopted is based on the use of open educational resources, practical activities geared towards real contexts, and a flexible organization that facilitates autonomous learning. This initiative is in line with open science guidelines and the educational policies set out in the Spain Digital 2025 Agenda. The results of the study highlight the urgent need to incorporate data literacy as a cross-cutting theme in teacher training, not only to improve the quality of teaching, but also to empower teachers to make evidence-based decisions, thereby promoting a more critical, inclusive and effective higher education.
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