Statistical Projects on SDG 5: Developing Didactic Competencies and Statistical Literacy in Future Primary Education Teachers

Teaching statistics in Primary Education remains challenging, particularly when integrating statistical literacy and gender equity within Education for Sustainable Development (ESD). This study examines how statistical projects related to Sustainable Development Goal 5 (SDG 5) contribute to the development of statistical literacy, pedagogical competencies, and an understanding of sustainability among pre-service Primary Education teachers in Chile. A mixed-methods approach was applied, involving 12 participants, which combined weekly monitoring, rubric-based assessments, and evaluation of final projects. Quantitative data were analyzed with descriptive statistics, Wilcoxon signed-rank tests, and Spearman correlations, complemented by regression models. Assumptions of independence, symmetry, and monotonicity were verified, while rubric reliability was supported through Lesson Study validation. Results showed significant differences between monitoring and oral presentation scores, as well as a strong positive correlation between monitoring and oral performance. In contrast, associations with written reports were weaker. Although exploratory due to the small sample size, the findings suggest that statistical projects linked to SDG 5 enhance statistical literacy and professional competencies, with implications for teacher education.