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Purpose This study aims to investigate the organisational structure to exploit data analytics in the educational sector. The paper proposes three different organisational configurations, which describe the connections among educational actors in a national system. The ultimate goal is to provide insights about alternative organisational settings for the adoption of data analytics in education. Design/methodology/approach The paper is based on a participant observation approach applied in the Italian educational system. The study is based on four research projects that involved teachers, school principals and governmental organisations over the period 2017–2020. Findings As a result, the centralised, the decentralised and the network-based configurations are presented and discussed according to three organisational dimensions of analysis (organisational layers, roles and data management). The network-based configuration suggests the presence of a network educational data scientist that may represent a concrete solution to foster more efficient and effective use of educational data analytics. Originality/value The value of this study relies on its systemic approach to educational data analytics from an organisational perspective, which unfolds the roles of schools and central administration. The analysis of the alternative organisational configuration allows moving a step forward towards a structured, effective and efficient system for the use of data in the educational sector.

The disruption caused by the Covid-19 pandemic generated an unprecedented situation, in which digital learning, in the form of Emergency Remote Teaching, was the only possible form of schooling. Italy soon decided to close schools as a measure to counter the spread of the virus. Although the Ministry of Education suggested general guidelines, school principals and teachers were autonomous in deciding how to best organise their educational activities. The first objective of our study is to identify subgroups of teachers, based on the use of digital tools during the Covid-19 emergency. Secondly, we explore how subgroups differ in terms of teachers’ satisfaction and students’ performance. To this end, we integrate information from an ad hoc survey completed by 1,407 primary and lower secondary teachers in Italy, with the students’ standardised test scores provided by INVALSI. Data have been analysed through a 3-step latent class analysis. The findings reveal that one third of the teachers showed resistance to the use of digital technologies and focused mainly on asynchronous teaching. Teachers that used a broader set of digital instruments, instead, were more satisfied with their teaching practices. A more articulated use of technology for teaching activities was also positively associated with higher students’ performance in 2021.

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Given the expected advantages for individuals and societies, financial literacy is high on the policy agenda in many countries. This paper reports the results from a unique survey conducted on a sample of 13–16-year-old students in five European countries, aimed at measuring and comparing their level of financial literacy skills. The results indicate significant differences in the level of financial literacy across countries that are interpreted in the light of the differences in the countries’ educational policies and experiences with financial education. The findings suggest that supra-national coordinated action is needed to guarantee better financial knowledge and safeguard economic stability in future crises. JEL-classification: I21; G53; O57; O16.

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