PISA test reveals alarming drop in reading and math skills worldwide

The 2025 PISA study, released on September 8, indicates a significant decline in reading and mathematics skills among 15-year-olds worldwide. PISA, the Program for International Student Assessment, evaluates students' ability to apply knowledge and skills to real-life situations through problem-solving. Initiated in 2000, it is a globally recognized indicator of educational performance.

In 2025, over 760,000 students from 91 countries and economies participated in the test. The study ranks countries based on the average of 38 advanced, high-income countries, known as the OECD. Between 2015 and 2025, reading scores dropped by 28 points in OECD countries and 16 points in others. Math scores decreased by 22 points on average in OECD countries, compared to an 8-point decline globally.

Science scores saw a 7-point decline in OECD countries, while other countries maintained stable performance. Approximately 29% of 15-year-olds in OECD countries are now considered low performers across all three subjects. In science, they struggle with interpreting simple data or reading graphs; in reading, they have difficulty finding information in basic texts; and in math, they may not grasp fundamental concepts like the relationship between units and price.

The study identifies five countries with improved reading scores: Qatar, Brunei Darussalam, Cambodia, the Philippines, and Zambia. However, many countries exhibit minimal variation in school performance, indicating potential issues with educational equality. The authors argue that this disparity, combined with factors like AI usage and social background, can exacerbate inequalities, leading to pockets of excellence while failing to ensure consistent learning outcomes.

Notably, Germany and the United States rank below the OECD average in reading and math. The decline in scores is attributed to factors beyond the pandemic, such as long-term educational challenges and the impact of digital distractions and declining interest in reading. Policymakers face the challenge of not only recovering lost ground but also ensuring education systems adapt to rapid societal and technological changes.