Teaching Strategies for Developing Statistical Competencies in Higher Education: A Critical Literature Review

This paper critically analyzed teaching approaches reported in the literature on the development of statistical competencies in higher education. A thematic documentary synthesis was undertaken using publications cited in the source manuscript and selected for their direct relevance to statistics education and related quantitative disciplines. Four themes were identified: problem-based and contextualized learning, blended instruction, interactive computational resources, and research-oriented learning. The examined publications describe opportunities to support student engagement and knowledge application, but their varying designs and scope do not allow claims of comparative effectiveness or pooled effect sizes. Teaching strategies should therefore be aligned with explicit learning outcomes and assessed using appropriate measures of statistical competencies. Incomplete documentation of the original search process prevents this work from being classified as a fully reproducible systematic review.