Academics and practitioners alike call for increased awareness when using quantitative from or about armed conflict. However, substantial IR literature on the pedagogy of quantitative conflict data is virtually absent, except for textbooks on social science statistics which arguably tend to present quantitative data mainly as “objective” indicators of social reality. This makes it difficult for academic teachers but also professional trainers to develop pedagogic exercises that highlight the potential “agency” of data that is problematised by the DATAWAR project. Pedagogic experimentations encouraging interdisciplinary creativity and innovation create new opportunities to disseminate but also create academic knowledge. We present four such experiments, including the infusion of data politics in classical teaching formats, the supervision of MA theses, the design of a workshop of applied data research and the creation of a cooperative game modelling some of the mechanisms of data politics found in the literature. In the conclusion, we suggest several best practices in the classroom that can guide the development of a pluralist pedagogy of conflict data in different contexts, academic and professional. Accepting the fact that the use of quantitative data will be required in most professionals’ environments, we suggest the following five principles: (1) data pluralism, (2) the symbiosis of data and theory, (3) data as source of deliberation and normativity, (4) Bottom-up experimentation and learning and (5) data emancipation.