The heuristic value of data, digital and AI literacy for school evaluation within the National Evaluation System
DOI:
https://doi.org/10.61007/QdC.2026.1.410Keywords:
Data Literacy, Digital Literacy, Artificial Intelligence Literacy, National Evaluation System, Teacher Professional Development, school self-assessmentAbstract
In line with the European directives that aim to reduce the gap between citizens and the Public Administration by 2030, Italy is putting much effort to improve the efficiency of digital infrastructures and the simplification of public services. In the realm of education policies, there has been the digital development of strategic tools for the evaluation of schools, governed by the Regulation on the National Evaluation System in the field of education and training (Presidential Decree 80/2013). In this context, the professional development of school staff in the so-called Data, Digital and AI Literacy skills takes on a central role, in order to manage tools for evaluation and results for the improvement of evidence-based decision-making processes. Starting from an analysis of the literature and digital environments dedicated to the evaluation of schools in Italy, the paper proposes a modelling of self-evaluation processes in a formative key, in order to provide operational indications for the design of training courses for schools in line with their needs.
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