Making sense of data is essential in developing critical thinking among future educators as it connects research competence. This study investigated how statistical literacy mediates the relationship between research competence and critical thinking skills among elementary education students. Anchored on Constructivist Learning Theory, the study employed a quantitative mediation analysis design involving third-year Bachelor of Elementary Education students from Initao College. A validated researcher-developed questionnaire was used to gather data which were then analyzed using correlation and mediation analysis. The findings revealed that students demonstrated high levels of research competence (research knowledge: M = 3.53; research skills: M = 3.40), critical thinking (analytical thinking: M = 3.34; inferential reasoning: M = 3.29), and statistical literacy (statistical understanding: M = 3.36; data interpretation skills: M = 3.29). Using Spearman rho correlation, a significant positive relationship was found between research competence and critical thinking (rs = 0.598, p < 0.001). It indicates that higher research competence is associated with stronger analytical and inferential abilities. Moreover, mediation analysis further revealed that statistical literacy fully mediates this relationship, with a significant indirect effect (a × b = 0.485, p < 0.001) and a non-significant direct effect (c = 0.162, p = 0.169), accounting for 74.9% of the total effect. The study concludes that statistical literacy plays a crucial role in transforming research competence into higher-order thinking skills. In response, PROJECT D.A.T.A. (Developing Analytical Thinking through Applied Statistics) is proposed as an evidence-based training program that integrates research competence and statistical literacy through applied data analysis and structured reporting using the PAIS framework. These findings highlight the importance of integrating statistical literacy within research instruction to enhance students’ capacity for evidence-based reasoning and informed decision-making among future educators.