Statistical literacy: A hybrid systematic literature review and bibliometric analysis

This study presents a hybrid systematic literature review (SLR) and bibliometric analysis aimed at examining the development, trends, and theoretical implications of statistical literacy research. Using the PRISMA protocol, 89 relevant articles published between 2002 and 2025 were analysed to address three research questions concerning the significance of statistical literacy as a future research domain, the distribution of scholarly investigations, and their theoretical and practical implications. The findings show a consistent increase in research interest over the past decade, especially after 2017, with dominant themes including statistical literacy, statistics education, and data literacy. The analysis also reveals an imbalance in research allocation, with higher education receiving disproportionate attention compared to other educational levels. Moreover, the results underscore the integrative role of statistical thinking and reasoning as essential components of statistical literacy, with growing emphasis on digital learning, real-world data contexts, and interdisciplinary approaches. This review highlights both the progress and the existing gaps in the field, providing a roadmap for future research that prioritizes inclusive, context-sensitive, and pedagogically sound models for enhancing statistical literacy in a data-driven society. In addition to thematic and theoretical insights, this study also explores the most influential journals, authors, and citation networks, providing a clearer picture of the academic landscape surrounding statistical literacy. The bibliometric data help reveal publication patterns, collaboration trends, and emerging research clusters. These findings are valuable for identifying research gaps, informing curriculum development, and fostering cross-institutional and interdisciplinary partnerships. By highlighting these dimensions, the review contributes to a deeper understanding of how the field has evolved and where it is heading.