The growing importance of data in decision-making and the development of the digital society highlights the need to redefine data analytics topics within the school curriculum. Traditional curricula and textbooks in Estonia continue to focus predominantly on hypothesis-driven statistics and spreadsheet-based methods, while overlooking key skills such as pattern recognition, interactive visualisation, and exploratory data analysis. An empirical online survey conducted by us in 2024 revealed a decline in the use of traditional textbooks (e.g., Digital Data Analysis in Inquiry), which are perceived as too rigid and no longer aligned with the evolving needs of learners and teachers.

This paper summarises a design-based research aimed at creating an adaptable e-textbook on data science for upper-secondary schools that supports collaborative Project-Based Learning and use of various digital tools. The overarching goal is to integrate data science elements into general education through a flexible, engaging, and problem-oriented learning environment that supports independent inquiry, critical thinking, and active learner participation. The study was conducted in line with the Design Science methodology, which is structured around two iterative cycles: the relevance cycle and the design cycle. During the relevance cycle, empirical data were collected from target groups, including teachers, students, and domain experts to identify the key requirements guiding the textbook design. The following needs were identified: the use of real-world data; integration of statistical and data science concepts; access to open digital environments and data repositories; backward design of learning objectives; and implementation of flipped classroom principles. In addition, the existing types of learning materials were mapped and analysed, including traditional textbooks with linear structure, tool-based sets of resources (e.g., CODAP, Orange), project-based initiatives, collections of granular tasks, and hypertext-based knowledge systems. The design cycle focused on the iterative development and prototyping of the e-textbook, as well as its heuristic evaluation by experts. It also involves assessing the suitability of selected technological platforms, PressBooks, H5P, and CODAP for supporting non-linear navigation, interactive task design, and practical data analysis. The task design is guided by the pedagogical principle of “low floor, high ceiling”, which ensures that tasks are accessible to novices while remaining sufficiently challenging for more advanced learners.

Expert feedback on the first prototype underscored the importance of real-life datasets, interdisciplinary integration, and ready-to-use teaching scenarios. Teachers also emphasised the need for high-quality, easy-to-implement instructional resources. Overall, the study provides a scalable, research-informed model for integrating data science into secondary education and contributes to the development of data-literate youth in an increasingly data-driven society.

Keywords: Data Science, education, high school curriculum, project-based learning.