In-Service Teachers’ Knowledge Of Data Literacy And Civic Engagement In The Digital Age: Implications For Educational Practice And Environmental Awareness

Abstract

This study investigated in-service secondary school teachers’ knowledge and practices regarding data literacy and civic engagement in the digital age, with emphasis on their implications for educational practice and environmental awareness. Grounded in Digital Citizenship Theory and Constructivist Learning Theory, the study employed a descriptive survey research design to capture teachers’ current knowledge, attitudes, and classroom applications without manipulation of variables. The population consisted of 1,746 in-service teachers across public secondary schools in the Nsukka Education Zone, Enugu State, Nigeria. Using Taro Yamane’s formula and a multistage sampling technique, a total of 326 teachers were selected to participate in the study. Data were collected using a structured instrument titled In-Service Teachers’ Knowledge of Data Literacy and Civic Engagement Questionnaire (ITKDLCEQ), adapted from established tools on data literacy, digital citizenship, and civic responsibility. The instrument was validated by experts, followed by pilot testing and the reliability analysis using Cronbach’s alpha yielded a coefficient of 0.81, indicating good internal consistency. Findings revealed that while teachers demonstrated moderate knowledge of data literacy and civic engagement, their classroom practices reflected limited integration of these competencies. Challenges such as insufficient digital resources, lack of training, and curriculum constraints were identified as key barriers. The results underscore the urgent need for targeted professional development, improved infrastructural support, and curriculum reforms that incorporate digital citizenship, environmental responsibility, and data-informed instructional strategies. Ultimately, the study highlights the importance of equipping educators with the competencies necessary to foster environmentally conscious and civically engaged learners in a digitally connected society.