Digital transformation has rendered data literacy an essential competency for executive leadership, yet current executive education programs frequently misalign with the strategic and pragmatic needs of senior leaders. This study investigated this misalignment by employing a quantitative research approach augmented by qualitative analysis. Data were collected through a structured survey administered to an international senior executive population, yielding over 300 usable responses. Qualitative analysis of more than 600 open-ended responses complemented the primary data collection approach. Advanced statistical techniques were employed alongside thematic analysis to rationalize executives’ perceptions of data literacy relative to traditional domains, such as leadership and strategy. The findings revealed that, despite widespread recognition of its strategic importance, data literacy is consistently perceived as less immediately useful than other established educational topics. Moreover, personal career advancement emerged as the predominant factor driving perceived value, whereas industry-specific contexts further modulated these evaluations. These results underscore the imperative to reconfigure executive education by integrating adult learning principles and context-sensitive curricula. Such realignment is expected to enhance engagement and efficacy, thereby equipping senior leaders with the requisite competencies to steer their organizations through the complexities of digital transformation.