Data profiles
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PISA 2025 Results (Volume I): Future-Ready Students
The OECD Programme for International Student Assessment, or PISA, assesses the extent to which 15-year-old students, near the end of their compulsory education, have acquired key knowledge and skills that are essential for full participation in modern societies. PISA 2025 assesses mathematics, reading, and, as its main subject, science. The assessment also explores a range of broader competencies, attitudes and behaviours, including curiosity, perseverance and the use of artificial intelligence. This volume is one of three that present the results of the ninth cycle of PISA. More than 760 000 students across 91 countries and economies participated in PISA 2025, making it the largest international comparative assessment of 15-year-olds worldwide.
B-S-J-Z (China) and Singapore were the two highest-performing systems across science, mathematics and reading in PISA 2025. Additionally, Estonia, Japan, Korea, Macao (China), Chinese Taipei and the United Kingdom were among the top-10 performing education systems in all three domains.
Around three-quarters of students demonstrated at least baseline proficiency in science: they pass from knowing some science to using science at a basic level.
In computational problem solving, students in Macao (China), Singapore and B-S-J-Z (China) performed highest scores (572, 563 and 560 mean score points, respectively), while students in Hong Kong (China), Malaysia, Brunei Darussalam, the Philippines, Macao (China) and Iceland performed over 30 points above expectations based on their science performance.
PISA 2025 recorded the lowest OECD-average performance observed so far in science, reading and mathematics. Reading declined after peaking around 2012, science declined more gradually over the past decade, and mathematics fell especially sharply after 2018.
Some 69% of students reported that they like learning new things and 74% reported that they like to know how things work. While 61% of students reported finishing what they start and 60% reported putting in extra effort when work becomes challenging, 52% reported finishing tasks they have started even when they become boring.
Girls generally reported higher levels of curiosity, perseverance, help seeking, goal setting a growth mindset, while boys tend to report higher cognitive adaptability,. Socio-economically advantaged students report more engagement across all dimensions examined than disadvantaged students.
Most students feel they belong at school (76%) and make friends easily (80%), and believe their peers like them (83%).
While 67% of students believe that school has taught them things that could be useful in a job, 49% reported that school has done little to prepare them for adult life, 24% viewed school has been a waste of time.
Bullying is associated with lower student performance and sense of belonging even after accounting for students' and schools' socio-economic profiles.
Moderate use of digital devices for learning at school relates to higher science performance than no or heavy use. However, more than one hour of leisure use at school is linked to lower performance.
Some 28% of students reported that their peers are distracted by the use of digital devices during most or every science lesson. Cell-phone bans or subject-specific guidelines relate to less distraction and less time spent on digital devices at school, but their relationship with performance remains unclear. Almost half of 15 year old students are in schools where the use of cell phones is not allowed on the school premises.
On average, 79% of students use AI chatbots to help them to learn, including 26% weekly and 19% almost daily or more.
The relationship between AI use and science performance is complex. Students who frequently use AI for learning and learn to assess the quality of AI-generated information at school achieve higher science performance than non- or infrequent users. However, advantaged students have greater access to these opportunities, raising concerns about an AI divide.
About three in four students achieve at least baseline proficiency (Level 2) in environmental science.
Higher-performing students tend to report stronger environmental awareness, personal agency and collective efficacy.
Caring for the environment is widespread: 75% of students reported looking after the global environment is important to them; it is over 90% in B-S-J-Z (China), Indonesia, Korea and Cambodia.
Most students believe collective action (82%) and individual action (81%) can address environmental challenges, though fewer know how to collaborate effectively (68%).
| PISA 2025 Results (Volume I): Future-Ready Students | Education policies: Student outcomes | Education policies: Gender | Education policies: Socio-economic status | Education policies: Migrant background | PISA 2025 Assessment and Analytical Framework | PISA Database | PISA Glossary | Important note on countries |
Select first some countries to compare, choose the chart you wish to display and customise them.
Select OECD countries
| Australia |
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| Belgium |
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| Quebec (Canada) |
| Canadian provinces |
| Chile |
| Colombia |
| Costa Rica |
| Czechia |
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| Estonia |
| Finland |
| France |
| Germany |
| Greece |
| Hungary |
| Iceland |
| Ireland |
| Israel |
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| Japan |
| Korea |
| Latvia |
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| Luxembourg |
| Mexico |
| Netherlands |
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| Norway |
| Poland |
| Portugal |
| Slovak Republic |
| Slovenia |
| Spain |
| Sweden |
| Switzerland |
| Türkiye |
| United Kingdom |
| England (UK) |
| Northern Ireland (UK) |
| Scotland (UK) |
| United States |
| OECD average |
| OECD total |
Non-OECD countries
| G20 average |
| TALIS average |
| TALIS avg. primary education |
| TALIS avg. upper secondary education |
| Albania |
| Algeria |
| Argentina |
| Armenia |
| Azerbaijan |
| Bahrain |
| Buenos Aires (Argentina) |
| Bosnia and Herzegovina |
| Brazil |
| Brunei Darussalam |
| Bulgaria |
| Cambodia |
| China |
| B-S-J-Z (China) |
| Hong Kong (China) |
| Macao (China) |
| Shanghai (China) |
| Chinese Taipei |
| Croatia |
| Dominican Republic |
| Ecuador |
| El Salvador |
| Georgia |
| Guatemala |
| India |
| Indonesia |
| Jamaica |
| Jordan |
| Kazakhstan |
| Kenya |
| Kyrgyzstan |
| Kosovo |
| Kurdistan Region (Iraq) |
| Lebanon |
| North Macedonia |
| Malaysia |
| Malta |
| Mauritius |
| Moldova |
| Mongolia |
| Montenegro |
| Morocco |
| Palestinian Authority |
| Panama |
| Paraguay |
| Peru |
| Philippines |
| Qatar |
| Romania |
| Rwanda |
| Saudi Arabia |
| Serbia |
| Singapore |
| South Africa |
| Dushanbe (Tajikistan) |
| Thailand |
| Trinidad and Tobago |
| Tunisia |
| United Arab Emirates |
| Abu Dhabi (UAE) |
| Ukraine |
| Uruguay |
| Uzbekistan |
| Viet Nam |
| Zambia |
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Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities, such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website for each publication.
The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/
Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some countries may have provided data refering to a more recent or late year. To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2025 for school year 2024/2025.
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS average. Data from the TALIS survey and Education at a Glance (EAG) may differ. See TALIS technical report and Education at a Glance sources methodologies and technical notes for more details about the data collections.
For additional notes, please refer to annexes in the list of links below the introductory text.
The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/
Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some countries may have provided data refering to a more recent or late year. To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2025 for school year 2024/2025.
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS average. Data from the TALIS survey and Education at a Glance (EAG) may differ. See TALIS technical report and Education at a Glance sources methodologies and technical notes for more details about the data collections.
For additional notes, please refer to annexes in the list of links below the introductory text.