Statistics Education Mediated by ICT: Trends, Challenges, and Emerging Pedagogical Proposals

Abstract

The teaching of statistics mediated by Information and Communication Technologies (ICT) constitutes a strategic pedagogical response to the cognitive and social demands of the 21st century. This article presents a systematic review of 53 academic and scientific documents published between 2015 and 2024, aiming to characterize the trends, approaches, and tools used in the teaching and learning of statistics across different educational levels. The findings reveal that the integration of ICT—such as LMS platforms, interactive software, simulators, and virtual environments—enhances conceptual understanding, reduces anxiety toward statistics, and strengthens statistical competencies. Furthermore, structural challenges are identified, including unequal access to technological resources and insufficient teacher training in digital pedagogy. Emerging proposals suggest combining active methodologies (PBL, B-Learning) with adaptive technologies, prioritizing inclusion, sustainability, and sociocultural relevance. The study concludes that the critical and contextualized incorporation of ICT in statistics education not only fosters statistical literacy but also transforms educational practice toward a more equitable, meaningful, and innovative pedagogy.