IIn recent years, statistics education has become an important pillar of educational systems, but the fundamental concepts of

statistical literacy, reasoning, and thinking are often ignored. Focusing on formulas and calculations has led to neglecting the

development of critical thinking and problem-solving abilities. The aim of this descriptive study is to examine the definitions

and components of statistical thinking, literacy, and reasoning. Using a systematic review method, 147 studies published

between 2000 and 2024 were examined. After screening, 43 studies with the most relevance to the topic were selected for

deeper analysis, which ultimately led to the extraction of 8 components from these concepts. The findings showed that the

concepts of statistical literacy, reasoning, and thinking, despite their apparent differences, are intertwined and complementary

to each other for understanding and analyzing data. Statistical literacy involves a basic understanding of statistics, statistical

reasoning refers to the ability to provide reasons using statistics, and statistical thinking refers to the general skills in dealing

with statistical problems. However, researchers have not yet reached a complete agreement, and the differences are more

related to different perspectives on the learning outcomes of each of each concept