<![CDATA[This study examines data literacy competencies among students and faculty members by assessing their awareness, knowledge, access to data literacy programs, and proficiency across key data-related competency domains. This study used a quantitative cross-sectional survey design, collecting data from 205 respondents through a structured questionnaire measured on a five-point Likert scale. Descriptive statistics identified patterns of data literacy, while the Kruskal–Wallis test examined differences across demographic characteristics and levels of core data literacy knowledge. The findings indicate that 81.0% of respondents recognized data literacy as important, 77.1% reported familiarity with data literacy concepts, and 52.7% demonstrated knowledge of core data literacy skills. However, 60.5% indicated limited access to data literacy programs. Significant differences were identified across gender, age, and core data literacy knowledge. Competency levels were relatively stronger in data ethics, evaluation, and visualization but lower in data gateways and GIS analysis. These findings highlight the need for comprehensive, inclusive data literacy education strategies that integrate technical, analytical, evaluative, and ethical competencies into higher education curricula and professional development programs to strengthen institutional readiness and support lifelong learning in 21st-century digital environments.]]>
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