The 2025 PISA study, published on September 8, indicates a downward trend in students' performances in reading and mathematics globally. The Program for International Student Assessment (PISA) measures the ability of 15-year-old students to apply knowledge and skills in real-life situations, focusing on problem-solving rather than memorization. In 2025, over 760,000 students from 91 countries participated in the assessment.
The study found that between 2015 and 2025, reading skills declined by 28 points in OECD countries and by 16 points in other participating countries. Mathematics scores dropped by 22 points on average in OECD countries, while the decline was 8 points elsewhere. In science, OECD countries experienced a 7-point decline, with other regions showing stable performance. Approximately 29% of 15-year-olds in OECD countries are now classified as "low performers" across reading, mathematics, and science.
The report highlights that reading scores fell by an average of 25 points across the OECD, equating to about a year of learning. The most significant declines were observed in Iceland and Slovenia, where scores dropped by more than 50 points. Conversely, five countries—Qatar, Brunei Darussalam, Cambodia, the Philippines, and Zambia—reported improvements in reading scores, although they remain below the OECD average.
The study also noted that in some countries, such as Iceland, Cambodia, and Finland, there is minimal variation in performance among schools, while in 10 countries, including Germany, school performance differences account for at least 50% of the total variation. The authors of the study emphasize the need to address academic segmentation, which can exacerbate inequalities in education.
Germany's performance has declined further since the last PISA test in 2022, with reading scores dropping by 15 points, math scores by 11 points, and science scores by 7 points. Germany ranks 23rd in reading, 26th in math, and 23rd in science among OECD countries. The top rankings in reading and math are dominated by Asian countries.
While the study does not pinpoint the exact causes of the decline in reading skills, it suggests that factors such as school closures during the COVID-19 pandemic may have contributed, although there is no direct correlation between the duration of closures and student performance. The report indicates that long-term declines in skills suggest underlying structural issues within education systems, including the impact of digital distractions and a growing disinterest in reading.
The study also found that over 40% of students reported using AI for schoolwork, with those using AI chatbots scoring lower in science on average. The report concludes that education systems face challenges in adapting to social, technological, and economic changes, and calls for policymakers to address these issues. It also encourages parents to engage with their children's education, as even simple inquiries about school activities can lead to improved performance.