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Statistics modules are included in most university degrees, independent of the degree area. They have an important role in preparing students for the real world. The overall goal of this paper is to identify the common statistical issues students face during the transition from secondary education to tertiary education. Drawing upon data from the University College Dublin (UCD) Math Support Center (MSC) and Universidad Rey Juan Carlos (URJC), our approach aims to optimize learning experiences while advancing sustainability objectives. In this paper, we conducted a categorization of statistical concepts taught in university (based on URJC). Using this categorization, UCD MSC tutor comments were categorized and validated, and subsequently descriptive analyses and text mining were used on the UCD MSC comments to achieve a deeper understanding of the statistical issues. Building on this study, we plan to develop a suite of evidence-based sustainable educational applications and games to support undergraduate students internationally in first-and second-year statistical modules. Our findings on students main statistical issues contribute to the cultivation of lasting statistical literacy among students. This research advances the sustainability agenda within statistical education.
Ruiz et al. (Wed,) studied this question.