A Systematic Review of Frameworks and Measurement Instruments for Data Literacy in Higher and Adult Education

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.

Educational Research Review, Article 100828. Elsevier