The paper examines the redesign of an introductory statistics course for economics students, guided by three key priorities: developing course materials with LLMs in mind, emphasizing student use of verification strategies, and evaluating the impact of technology on student attitudes. After implementation, student feedback suggests that technologies, including AI, can make statistics more accessible and relevant. However, instructors report more nuanced experiences, noting that while AI tools and supplementary resources such as educational videos can enhance engagement, they may also, in some cases, come at the expense of developing careful, methodologically sound statistical reasoning.
