Generative Artificial Intelligence (GenAI) is opening new possibilities in education by enhancing teaching and learning experiences and helping students understand complex subjects. Although it serves as a supportive tool, it may also pose pedagogical risks. Therefore, this study aims to provide an overview of the role of GenAI in Statistics Education. A literature review was conducted to examine proposals, case studies, and research trends, with the aim of identifying and discussing potential benefits, risks, and possible pathways. The literature indicates that GenAI can improve accessibility, feedback, conceptual understanding, and student engagement, while also reducing barriers to data analysis. The main risks associated with GenAI include misinformation, hallucinations, overreliance that may weaken reasoning skills, insufficient verification of results, and academic integrity issues. Therefore, the importance of the teacher’s role in structuring the use of GenAI in teaching practices and curricula is emphasized, ensuring that statistical reasoning, conceptual learning, and academic integrity are preserved.
