The latest international assessment of 15-year-old students has highlighted a continuing decline in reading and mathematics performance across many developed education systems, raising fresh questions about learning outcomes, educational inequality and the changing environment in which students study.

The assessment covered approximately 760,000 students across 91 countries and economies, making it the largest edition of the international programme so far. Science was the main subject assessed, while mathematics and reading were also measured.

Mathematics and Reading Show Further Declines

Average performance across OECD countries continued to weaken in two major academic areas.

Between 2015 and 2025, the OECD average reading score fell by 28 points, while mathematics declined by 22 points. The organization describes the latest results as the lowest average performance recorded in these areas since the programme began.

The decline is not identical in every country, but the broad trend has prompted renewed attention to how education systems are responding to changes in student behaviour, technology and learning environments.

Science Performance Shows a Different Pattern

Science was the primary focus of the latest assessment.

Unlike reading and mathematics, average science performance across OECD countries remained broadly stable between 2022 and 2025.

The results nevertheless show substantial differences between individual education systems. In the 2025 assessment, students in the B-S-J-Z group of China recorded the highest average science performance, followed by Singapore.

The contrast between science and the other two subjects provides education policymakers with an opportunity to examine why performance trends differ across academic fields.

Digital Technology Changes the Learning Environment

Students are growing up in an environment dominated by smartphones, social media, artificial intelligence and digital entertainment.

Technology can provide access to educational material and new learning tools, but its influence on attention, study habits and classroom behaviour has become an increasingly important subject of international debate.

The latest assessment therefore arrives at a time when schools and governments are examining how digital technology should be incorporated into education without undermining core learning skills.

Socioeconomic Differences Remain Important

The results also highlight the continuing relationship between students’ socioeconomic circumstances and educational performance.

Across OECD countries, students from more advantaged backgrounds achieved substantially higher science scores than students from disadvantaged backgrounds.

The difference was approximately 85 points in science in the latest assessment.

Although the gap narrowed compared with the previous assessment, the change was largely associated with weaker performance among advantaged students rather than a major improvement among disadvantaged students.

One in Five Students Faces Low Performance

Another important finding concerns students performing below the basic proficiency level.

Across OECD countries, roughly one in five 15-year-old students was classified as a low performer in science, mathematics and reading.

That proportion has increased from around 16 percent in the previous comparable assessment.

Low performance across several subjects can create difficulties later in education and employment because students may struggle to acquire the foundational skills required for more advanced learning.

Education Systems Face a Complex Challenge

The latest results do not point to a single explanation for declining performance.

Education systems differ considerably in curriculum, teaching methods, social conditions and technology use.

Factors such as student engagement, teacher availability, family circumstances and learning environments can all influence educational outcomes.

For this reason, the international results provide a broad comparative picture rather than a simple explanation for why performance changes in individual countries.

Mathematics Remains a Particular Concern

Mathematics performance has experienced a notable decline in recent assessment cycles.

The OECD’s detailed results show that the average mathematics score across participating OECD countries was 463 points in PISA 2025.

Performance has fallen particularly sharply since the late 2010s.

Mathematical skills are increasingly important in technology-driven economies, where workers are expected to interpret data, understand quantitative information and solve complex problems.

Reading Skills Also Under Pressure

Reading performance has followed a similar downward trajectory.

The latest results show a substantial decline compared with the levels recorded a decade earlier.

Strong reading skills remain essential not only for language-based subjects but also for understanding instructions, evaluating information and participating effectively in society.

The decline has therefore become an issue extending beyond traditional classroom performance.

AI Adds a New Dimension

The rapid development of artificial intelligence is creating both opportunities and challenges for education.

AI tools can help students access explanations, practice skills and obtain personalized assistance. At the same time, educators are considering how to ensure that technology supports genuine learning rather than replacing independent thinking.

Schools and education authorities are now facing the task of adapting teaching methods to a world where students have access to increasingly sophisticated digital tools.

What Comes Next for Education Policy

The latest results are likely to encourage governments to examine foundational learning, teacher support, curriculum design and the role of technology in classrooms.

Improving performance will require attention to both academic skills and the broader conditions that influence students’ ability to learn.

The international comparison also provides policymakers with data that can be used to study different approaches and identify areas requiring additional support.