Theoretical and Methodological Challenges in Teaching Statistics in Higher Education

The rapid expansion of data-driven decision-making in modern economies has made statistical literacy an essential competency for university graduates. However, teaching statistics in higher education presents significant theoretical and methodological challenges, particularly in developing countries. This study examines the main barriers faced by instructors, including insufficient conceptual understanding among students, limited prior mathematical preparation, ineffective teaching strategies, and low engagement in practical applications. Using a mixed-methods approach involving surveys of 120 undergraduate students and interviews with faculty members, the research identifies gaps in students’ statistical confidence, preferred learning modalities, and skill acquisition. Quantitative results reveal that more than half of the students struggle with interpreting probability distributions and applying statistical methods to real data. Qualitative findings further highlight the need for context-based tasks, interactive digital tools, and improved instructor training. The paper concludes that systemic reforms—such as integrating project-based learning, enhancing digital resources, and improving methodological frameworks—are essential to strengthen statistics education in higher institutions. Recommendations are offered to support evidence-based curriculum development and promote effective pedagogy in the teaching of statistics.