Civic Statistics as a Bridge Between Education and Citizenship: A Theoretical Framework

Abstract

This article addresses the challenges posed by the technological revolution in managing and utilizing data, particularly how misinformation and the infodemic can undermine democratic decision-making. The paper seeks to generate an academic reflection on the importance of civic statistics in enhancing critical thinking and evidence-based argumentation, thereby enabling citizens to analyze and utilize statistical information responsibly. The methodology employed is theoretical, involving a reflective review of the historical background and conceptual frameworks that support statistical literacy and civic statistics. An in-depth analysis of specialized literature was conducted, incorporating various perspectives and debates found in current research. The results of this theoretical study suggest that incorporating civic statistics into educational processes not only enriches critical thinking but also promotes active and informed participation in public life. Additionally, the need to strengthen teacher training is emphasized to facilitate the integration of these approaches in the classroom, ultimately contributing to the development of more informed, equitable, and engaged societies.