摘要：Active and critical citizens, in contemporary information-driven societies, are considered to possess capacities and skills of statistical literacy. There are numerous definitions and descriptions concerning statistical literacy, statistical reasoning and statistical thinking. Thus, all these terms converge to the principle that statistical citizenship develops from school settings and relates mainly to the processes of evaluating, interpreting and communicating data. If these are not acquired on time, then students build up errors and misunderstandings. In the current paper general issues concerning Statistics Education at the University level are addressed and aspects for future research are stressed in terms of technology use, content and pedagogic approaches.
