Open Data Usage in School Education: Toward Authentic and Game-Oriented Learning Designs to Develop Open Data Competencies and Literacy

This doctoral dissertation investigates the usage of open data in school education with the aim of enabling young learners as active participants in open data ecosystems. Applying a design-based research methodological framework, the dissertation develops definitions of open data competencies and learning designs in schools through iterative cycles of theoretical elaboration and empirical intervention in schools. Consequently, it positions open data literacy as an overarching concept that integrates competencies, their enactment in schools and their relevance to real-world contexts.
Open data is defined as digital data made available without legal or technical restrictions. Although it is recognised for its potential to increase transparency, accountability and citizen participation, the lack of competencies among citizens to engage in open data ecosystems remains as a major barrier. Schools are therefore identified as critical spaces for extending the societal value of open data by fostering foundational competencies. While current initiatives show potential to support data literacy and civic skills, most remain narrowly focused on technical exploration with limited attention to how learners can participate in the broader social and civic dynamics of open data ecosystems. Consequently, open data competencies and educational approaches remain underdefined.
To address this gap, the dissertation comprises three iterative design-based research cycles that combine theoretical and design elaboration. A theoretical approach informed by situated, authentic, inquiry-based, scenario-based, and game-based learning theories drives empirical interventions in schools and serves as analytical frame. Through five interventions in Danish upper secondary school, involving 117 students and their teachers, an open data learning design called The Open Data Newsroom, was systematically developed. The dissertation discusses how students engage in authentic open data inquiry through a game-oriented learning designs to develop open data competencies that cross school, professional and civic context.
The dissertation, theoretically, advances the field of open data by contributing the conceptualisation of open data competencies, literacy, and learning designs in schools while situating them within broader educational discourses. Practically, it extends design principles for open data learning providing insights for educators and practitioners seeking to foster open data education.