Designing a Data-Driven Instructional System in Schools based on Data-Driven Instructional Decision-Making

Articles in Press

Document Type : Original Article

Authors
leila vatan doust
Abdolrahim Nave Ebrahim
Hamidreza Arasteh
Bijan Abdollahi
10.22034/erj.2026.11803
Abstract
The study attempts to provide a data-driven instructional system in schools by identifying the elements and steps of the data-driven instructional decision-making process. A systematic literature review identified 37 relevant and reliable scientifically sound research from 4 databases and electronic publishers. Data analyzed in three steps. The components of the data-driven instructional decision-making process include: “problem statement based on data and evidence”, “educational goal setting”, “formulating hypotheses about the possible causes of the problem”, “collecting data to test the hypothesis”, “evaluating data quality”, “systematically organizing data”, “analyzing data, obtaining information, and summarizing information”, “interpreting and drawing conclusion about the hypotheses”, “combining information with teachers’ expertise and obtaining knowledge”, “instructional decision-making about improvement actions”, “implementing actions”, and “evaluating actions”. The findings presented in a 12-step model. It is suggested educational policymakers plan for the continuous use of the data-driven instructional decision-making process.
Keywords
educational reforms
teaching-learning improvement
data-driven instructional decision-making
data use
Educational Research

Articles in Press, Accepted Manuscript
Available Online from 12 September 2026

  • Receive Date 22 December 2025
  • Accept Date 29 June 2026