Data is already shaping decisions in international schools every day – but our research shows that whilst many teachers report confidence in data tasks, they want training and support to be able to use it confidently.
From assessment and attendance to baseline insights that inform teaching and learning, data has become a core part of educators’ roles. Yet high levels of reported confidence sit alongside a strong appetite for further development, particularly when it comes to interpreting, communicating, and applying data meaningfully.
To better understand how we at Cambridge can support schools to make data-informed decisions, we surveyed more than 2,500 educators across our global community to explore how data is used in schools today, how confident teachers feel, and what support they believe will make the greatest difference to student outcomes.
Key Conclusions from the Research
Teachers see data literacy as central to better outcomes for students
When asked why they wanted to improve their skills, educators consistently linked data literacy to improving teaching quality, tailoring learning to student needs, and making more accurate, evidence-informed decisions. For many, developing data literacy is not about compliance or reporting – it is about becoming a more effective educator and having a greater impact on learning.
“Because it’s important to gauge student performance, and to use that data to tailor teaching methodology around the student, and to measure the outcomes against objectives of learning to provide an overall assessment of teaching strategies as it impacts learning.”
Data use is already embedded in teachers’ roles – especially for teaching and learning
Across regions, educators told us that working with data is a routine and significant part of their job. The vast majority are using data to inform teaching and learning decisions, analyze trends, and collect evidence, particularly around formative and summative assessment. This confirms that data literacy is no longer a “nice to have” skill in international schools – it is foundational to day-to-day practice.
High confidence does not remove the desire for structured support
While respondents reported generally high confidence in reading and interpreting data, confidence was comparatively lower when it came to more complex tasks such as presenting, creating, and contextualizing data, though this was not always statistically significant. This suggests that many teachers are comfortable consuming data, but might feel less secure when required to communicate insights or translate data into wider school decision-making.
“I feel that no one is perfectly educated even if they are masters at what they do. We should always strive to improve ourselves each and every day. Being able to analyze data and make predictions and improve students' knowledge is a great asset that is rarely used I feel.”
Teachers are proactive learners – but support is often informal
When educators need help with data-related tasks, they are most likely to turn to AI tools, colleagues, or self-sourced online materials. This highlights both a strength and a risk: teachers are resourceful and motivated, but much of their learning is happening informally, without a consistent or quality-assured framework.
There is a strong appetite for developing data literacy skills
Nearly nine in ten respondents want to further develop their data literacy skills, either to support their current role or to prepare for future responsibilities. Very few said they did not want to improve in this area. This strong motivation represents an opportunity for schools and providers to invest in targeted, relevant professional learning that meets teachers where they are.
“My current role increasingly involves interpreting data to inform decisions, track performance, and communicate insights. Improving my data literacy would help me work more efficiently, ask better questions of data, and make more evidence-based decisions in my day-to-day work.”
Areas of interest in data literacy training include: how to use data to inform teaching and learning decisions; the role of assessment data in supporting academic success; how to critically evaluate the reliability and relevance of school data; and opportunities for practical experience in interpreting and analyzing data.
One-size-fits-all training will not be effective
Preferences for support varied, but teachers clearly value practical, accessible formats such as:
This reinforces the need for flexible professional development pathways that reflect different confidence levels, roles, and regional contexts.
Taken together, the findings point to a clear conclusion: international schools need to move beyond assuming data competence and instead invest deliberately in building it. Systematic, high-quality support can help turn everyday data use into confident, impactful practice – benefiting teachers, leaders, and ultimately students.
Next steps
Start by watching our introductory webinar recording and take the first steps in your data journey.
Cambridge Insight offers regular free webinars focused on how to use baseline data to inform teaching and learning. You can also access previous webinar recordings on this page.
Cambridge Assessment Network offers an online CPD course: A103: Assessment Data and Statistics is a paid online course that explores how to gather, interpret, and critically use assessment data to inform decisions and predict performance.