The concept of data literacy suffers from a persistent theoretical and definitional fragmentation. To contribute to more coherence in the field, we introduce two systematic literature reviews. Together, they provide an integrated overview of how data literacy is conceptualized in competency frameworks and represented in measurement instruments. The first review analyzed 15 frameworks developed for higher education and related contexts after applying rigorous inclusion and exclusion criteria. The content analysis focused on target groups, structural characteristics, and competency dimensions. Thesecond review examined six instruments designed to assess data literacy after applying rigorous inclusion and exclusion criteria. The content analysis focused on targeted competencies, validation approaches, and provided a quality appraisal. The synthesis shows that frameworks describe data literacy in broad and multidimensional terms, whereas instruments capture only a narrower subset of competencies, often emphasizing technical skills while reflective and ethical dimensions remain underrepresented. Most instruments rely on self-report formats and provide limited validation evidence, raising concerns about their ability to capture applied and context-dependent competencies. Building on these insights, the study proposes a Core–Periphery Framework (COPERDALE) that distinguishes a stable core of fundamental skills from more flexible, context-dependent competencies. This structure clarifies which dimensions can be universally assessed and which require contextual adaptation. Beyond conceptual clarification, the findings underscore the need to diversify assessment practices, moving beyond self-reports toward approaches that better capture applied, reflective and ethical aspects of data literacy. The review thereby offers both a structured conceptual foundation and directions for advancing research and educational practice.

Technology-enhanced learning (TEL) is a domain-dependent field of expertise, and it is a challenge to transfer the intellectual richness of TEL research to new fields of application and to develop targeted educational formats. In our current research project, we faced the challenge of developing TEL scenarios for an inter-specialty training program for European cancer professionals, including different medical specialties and allied healthcare staff. Our goal was to provide innovations within the zone of proximal implementation with a realistic change to be implemented in educational practice. In this paper, we propose and report on a three-step requirements and design process called LICASA (Literature review, Curriculum analysis, Stakeholder analysis), which we implemented to follow a systematic approach in collaboration with domain experts for the grounded development of TEL scenarios. This three-step process consists of (1) a systematic literature review, (2) an analysis of an underlying competence model and estimation of instructional complexity, and (3) a survey-based study in which the current skills and experiences of the target group are analyzed. The motivation and theoretical background behind the development of the LICASA framework are reported. An exemplary application of LICASA in the current project is provided, conclusions are drawn, and challenges are identified.

Technology-enhanced learning (TEL) is a domain-dependent field of expertise, and it is a challenge to transfer the intellectual richness of TEL research to new fields of application and to develop targeted educational formats. In our current research project, we faced the challenge of developing TEL scenarios for an inter-specialty training program for European cancer professionals, including different medical specialties and allied healthcare staff. Our goal was to provide innovations within the zone of proximal implementation with a realistic change to be implemented in educational practice. In this paper, we propose and report on a three-step requirements and design process called LICASA (Literature review, Curriculum analysis, Stakeholder analysis), which we implemented to follow a systematic approach in collaboration with domain experts for the grounded development of TEL scenarios. This three-step process consists of (1) a systematic literature review, (2) an analysis of an underlying competence model and estimation of instructional complexity, and (3) a survey-based study in which the current skills and experiences of the target group are analyzed. The motivation and theoretical background behind the development of the LICASA framework are reported. An exemplary application of LICASA in the current project is provided, conclusions are drawn, and challenges are identified.