PISA 2022 Results

UNESCO GAML

Miyako Ikeda
Senior analyst, OECD

06 December 2023
 PISA 2022
An introduction
Two volumes were released on 5 December 2023
The first results of OECD’s PISA 2022

PISA 2022 Volume I

link link
What is PISA?

Programme for International Student Assessment

assesses 15-year-old students’
abilities and knowledge in
mathematics, reading and science
What is PISA?

Programme for International Student Assessment

assesses 15-year-old students’
abilities and knowledge in
mathematics, reading and science
PISA participants
Around 690,000 15-year-old students in
81 countries and economies took PISA 2022
PISA Newcomers: El Salvador, Jamaica, Mongolia, the Palestinian Authority and Uzbekistan
PISA 2022 international results
The state of global education
Trends across OECD countries

Performance in all three

subjects declined since
PISA began

Between 2018 and 2022

 15 points decline in
mathematics
 10 points decline in
reading
 No significant decline in
science
Trends across OECD countries

Performance in all three

subjects declined since
PISA began

Between 2018 and 2022

 15 points decline in
-15 points mathematics
 10 points decline in
reading
 No significant decline in
science
 10
20
30
40
50

-80
-70
-60
-50
-40
-30
-20
-10
Finland
Australia*
New Zealand*
Iceland
Netherlands*
Belgium Score-point difference
Korea
Canada*
Chinese Taipei
Czech Republic
Slovak Republic
Costa Rica
Hungary
Dominican Republic
France
Switzerland
Panama*
Sweden
Uruguay
Austria
United States*
Argentina
Denmark*
Lithuania
Croatia
Germany
Japan
Greece
Pre 2018 4-year trend

Ireland*
Thailand
Hong Kong (China)*
Singapore
United Kingdom*
Chile
Recent performance changes

Norway
Mathematics

Latvia*
Slovenia
Indonesia
Estonia
Jordan
Serbia
Mexico
Change between 2018 and 2022

United Arab Emirates

Malta
Türkiye
Kosovo
Brazil
Romania
Kazakhstan
Colombia
Poland
Italy
in the context of pre-2018 performance trends

Bulgaria
Portugal
Macao (China)
Israel
Montenegro
Georgia
Moldova
Peru
Malaysia
Albania
Qatar
Figure I.5.3

North Macedonia
Snapshot of PISA 2022 results
Mathematics Reading Science
 90
80
70
60
50
40
30
20
10
10
20
30
40
50
60
70
80
90

100
0
100 %
Dominican Republic
El Salvador
Cambodia
Guatemala
Paraguay
Kosovo
Philippines
Panama*
Jordan
Indonesia
Morocco
Uzbekistan
Palestinian Authority
Albania
Jamaica*
Brazil
Argentina
Costa Rica
Colombia
Saudi Arabia
Thailand
Georgia
North Macedonia
Peru
Students at Level 2 or above

Mexico
Baku (Azerbaijan)
Montenegro
Malaysia
Uruguay
Qatar
Moldova

Students below Level 2

Chile
Bulgaria
Mongolia
Kazakhstan
United Arab Emirates
Romania
Greece
Serbia
Ukrainian regions (18 of 27)
Brunei Darussalam
Türkiye
Israel
Iceland
United States*
Slovak Republic
Croatia
Malta
Norway
OECD average
Portugal
Italy
Germany
Hungary
France
New Zealand*
Viet Nam
Lithuania
Netherlands*
Spain
Sweden
Australia*
Czech Republic
Belgium
Finland
Austria
Slovenia
United Kingdom*
Poland
Latvia*
Canada*
Denmark*
Switzerland
Ireland*
SDG Target 4.1: Students’ proficiency in mathematics

Korea
Estonia
Level 2
Level 3
Level 4
Level 5
Level 6

Level 1c
Level 1a
Level 1b

Chinese Taipei
Hong Kong (China)*
Japan
Below Level 1c

Macao (China)
Figure I.3.1

Singapore
PISA 2022 mathematics item: Level 2
 90
80
70
60
50
40
30
20
10
10
20
30
40
50
60
70
80
90

100
100 %
Cambodia
Uzbekistan
Kosovo
Morocco
Jordan
Palestinian Authority
Philippines
Dominican Republic
Indonesia
Albania
North Macedonia
El Salvador
Baku (Azerbaijan)
Guatemala
Georgia
Paraguay
Thailand
Mongolia
Kazakhstan
Saudi Arabia
Malaysia
Panama*
Argentina
Bulgaria
Montenegro
Colombia
Peru
Brazil
Students at Level 2 or above

Jamaica*
Moldova
United Arab Emirates
Qatar
Costa Rica
Mexico
Brunei Darussalam
Romania
Uruguay
Ukrainian regions (18 of 27)
Iceland
Greece
Serbia
Malta
Slovak Republic
Netherlands*
Chile
Students below Level 2

Israel
Türkiye
Norway
France
OECD average
Slovenia
Hungary
Germany
Austria
Belgium
Lithuania
Switzerland
Spain
Sweden
Portugal
Viet Nam**
Latvia*
Croatia
Poland
Finland
Italy
Czech Republic
SDG Target 4.1: Students’ proficiency in reading

Australia*
New Zealand*
United Kingdom*
United States*
Denmark*
Canada*
Hong Kong (China)*
Chinese Taipei
Level 2
Level 3
Level 4
Level 5
Level 6

Level 1c
Level 1a
Level 1b

Korea
Estonia
Japan
Below Level 1c

Macao (China)
Ireland*
Figure I.3.4

Singapore
 PISA 2022 international results
Beyond mathematics, reading and science
Criteria used to identify resilient education systems

Performance
Mathematics scores

Equity
Link between students’ performance and
socio-economic status

Well-being
Students’ sense of belonging at school
 10 systems achieving greater equity Figure I.4.2
Socio-economic fairness is below the OECD average
Socio-economic fairness is not statistically significantly different from the OECD average
Socio-economic fairness is above the OECD average
600
Mean score in mathematics

Above-average in mathematics performance Singapore Above-average in mathematics performance

580 Below-average in socio-economic fairness and socio-economic fairness
560
Macao (China)
Chinese Taipei
540 Japan Hong Kong (China)*
Sweden Korea
520
Netherlands* Estonia Denmark*
Switzerland Slovenia
500 Czech Republic Belgium Ireland* Canada*
Austria Poland Australia*
Hungary New Zealand* United Kingdom*
480 Germany Latvia* Finland
Spain Norway
Italy
460 OECD ave: 472 points France Portugal Lithuania Croatia Malta Iceland
Slovak Republic Israel United States* Viet Nam Türkiye
440 Brunei Darussalam Ukrainian regions (18 of 27) United Arab Emirates
Serbia
Romania Mongolia Bulgaria Greece
420 Kazakhstan
Moldova Qatar Montenegro
Malaysia Uruguay Chile Georgia
400 Mexico Baku (Azerbaijan)
Peru Thailand
Saudi Arabia
380 Colombia Brazil North Macedonia Palestinian Authority Jamaica*
Panama* Argentina Albania Uzbekistan
360 Morocco Jordan
Guatemala Indonesia
Kosovo Philippines
340 Dominican Republic Cambodia
El Salvador
Paraguay
320 Below-average in mathematics performance Below-average in mathematics performance
and socio-economic fairness OECD average: 15% Above-average in socio-economic fairness
300
30 25 20 15 10 5 0

Greater socio-economic fairness

 300
350
400
450
500
550
600
650
Panama*
Dominican Republic
Philippines
Argentina

Mathematics score
Jordan
Brazil
Kosovo
Morocco
Peru
Albania
Indonesia
Colombia
North Macedonia
Georgia
Bulgaria
Qatar
Saudi Arabia
Baku (Azerbaijan)
Uruguay
Thailand
Malaysia
Montenegro
Moldova
Chile
Mexico
equally went down

Romania
United Arab Emirates
Slovak Republic
Greece
Israel
Advantaged students in 2018

Serbia
Disadvantaged students in 2018

Brunei Darussalam
Kazakhstan
Hungary
Türkiye
United States*
France
Iceland
Malta
Croatia
Portugal
Czech Republic
Germany
Italy
New Zealand*
Norway
OECD average-35
Advantaged students in 2022

Belgium
Disadvantaged students in 2022

Austria
Sweden
Lithuania
Australia*
Slovenia
Poland
Finland
Netherlands*
Latvia*
Denmark*
Switzerland
Ireland*
United Kingdom*
Canada*
Estonia
Korea
Chinese Taipei
Advantaged and disadvantaged students’ performance

Japan
Hong Kong (China)*
Singapore
Figure I.5.5

Macao (China)
 Life satisfaction is closely linked to
satisfaction with school life Figure II.1.7
Average of countries/economies with available data
Change in life satisfaction when students reported that they are satisfied or totally satisfied with the following:

Their relationship with their parents/guardians

Their life at school

Their health

All the things [they] have

The way they look

The friends they have

How they use their time

The neighbourhood they live in

Their relationship with their teachers

What they learn at school

1.00 1.20 1.40 1.60 1.80 2.00 2.20

Point change on the life-satisfaction scale
 0

-0.6
-0.4
-0.2
0.2
0.4
0.6
Greater sense of belonging
Brunei Darussalam
Cambodia
Hong Kong (China)*

Mean index
Philippines
Thailand
Jamaica*
Poland
Macao (China)
Türkiye
New Zealand*
Morocco
Viet Nam
Czech Republic
Malaysia
El Salvador
United States*
Latvia*
Paraguay
Malta
Dominican Republic
Australia*
Singapore
Chile
Jordan
United Kingdom*
Brazil
Peru
Slovak Republic
United Arab Emirates
Argentina
Panama*
Bulgaria
Mexico
PISA 2022

Guatemala
Palestinian Authority
Baku (Azerbaijan)
Canada*
Colombia
Qatar
Mongolia
Kazakhstan
Estonia
Indonesia
Ireland*
Costa Rica
Uruguay
PISA 2018

Ukrainian regions (18 of 27)

Italy
Greece
Moldova
Georgia
Index of sense of belonging at school

France
Lithuania
OECD average
Romania
Saudi Arabia
Chinese Taipei
Belgium
Slovenia
Uzbekistan
Portugal
Sweden
Finland
Netherlands*
Denmark*
North Macedonia
Croatia
Montenegro
Hungary
Iceland
Serbia
Norway
Sense of belonging at school between 2018 and 2022

Japan
Albania
Korea
Germany
Spain
Table II.b1.1.5

Switzerland
Austria
 Resilient education systems Figure II.1.1

Resilience in
PERFORMANCE

Australia*

Resilience in
EQUITY Singapore Switzerland Resilience in
Japan,
WELL-BEING
Korea,
Lithuania,
Hong Kong (China)* Chinese Taipei
United Kingdom*
United States* Austria, Croatia, Finland,
France, Georgia, Germany, Hungary,
Iceland, Montenegro, Portugal,
Romania, Saudi Arabia, Serbia,
Slovenia, Sweden
 Characteristics of resilient education systems

Learning during school closures

Performance School life and home support

Equity Students’ pathways through school

Well-being Material and educational resources

School governance
Ten actions related to resilience
 Keep schools open longer for more students
Learning during school closures  Prepare students for self-directed learning

 Build strong foundations for learning and well-being

School life and home support  Strengthen school-family partnerships

Students’ pathways through school

 Delay institutional stratification
 Provide additional support to struggling students

Material and educational resources  Limit digital distractions

 Align staff and materials with needs

School governance
 Make schools hubs for social interaction
 Combine school autonomy with quality assurance
Ten actions related to resilience
 Keep schools open longer for more students
Learning during school closures  Prepare students for self-directed learning

 Build strong foundations for learning and well-being

School life and home support  Strengthen school-family partnerships

Students’ pathways through school

 Delay institutional stratification
 Provide additional support to struggling students

Material and educational resources  Limit digital distractions

 Align staff and materials with needs

School governance
 Make schools hubs for social interaction
 Combine school autonomy with quality assurance
PISA 2022 international results
Learning during school closures
 High performers
kept schools open longer for more students Figure II.2.2

600
Mean score in mathematics

OECD average

Chinese Taipei
550 Macao (China)
Japan
Hong Kong (China)* Korea

Austria
Netherlands* Estonia Switzerland

United Kingdom* Canada* Belgium New Zealand*

500 Australia* Finland Sweden
Ireland* Czech Republic Slovenia
Poland France
R² = 0.11
Latvia*
Germany Italy Hungary Lithuania
OECD average United States* Malta Spain
Viet Nam Croatia
Türkiye Slovak Republic Portugal
450 Israel Iceland
Brunei Darussalam
Ukrainian regions (18 of 27) Serbia
United Arab Emirates Kazakhstan Romania
Greece
Mongolia Bulgaria
Qatar Chile Moldova
Malaysia
Baku (Azerbaijan) Montenegro
400 Uruguay
Mexico Peru Thailand
Colombia Saudi Arabia
North Macedonia
Argentina Indonesia Georgia Albania
Jamaica* Panama* Morocco Uzbekistan
Brazil Jordan Philippines
350 El Salvador Kosovo
Costa Rica
Paraguay Dominican Republic
Guatemala
Cambo…
Palestinian Authority
300
0 10 20 30 40 50 60 70 80 90 100

Percentage of students who reported their school building was closed for three months or less because of COVID-19
 Systems with improved sense of belonging
0.30
kept schools open longer for more students Figure II.2.3
Stronger sense of belonging in 2022 than 2018
Montenegro
Kazakhstan
Hungary Japan
0.20 Slovenia
Dominican Republic
Change in sense of belonging (PISA 2022 - PISA 2018)

Georgia
Slovak Republic
Hong Kong (China)* Macao (China) Serbia
Canada* Estonia
Bulgaria R² = 0.17
Thailand Lithuania
0.10 Baku (Azerbaijan) Malta Viet Nam
Panama* Finland
Czech Republic Croatia
Austria France Chinese Taipei
Qatar Iceland
Germany Romania Switzerland
Ireland* Colombia
Latvia* Morocco Sweden
0.00 Moldova
Indonesia Korea
United Kingdom*
Brazil Australia*
Portugal OECD average
Poland Belgium
United States* Saudi ArabiaNew Zealand*
Argentina Peru
-0.10 Jordan United Arab Emirates Italy
Uruguay
Netherlands*
Costa Rica
Malaysia
Chile Albania Statistically significant change between 2018
Türkiye
Greece and 2022 in sense of belonging
Spain
-0.20 Mexico
Philippines No statistically significant change between
Brunei Darussalam 2018 and 2022 in sense of belonging
Cambodia OECD average
-0.30 Guatemala

-0.40
Paraguay

Weaker sense of belonging in 2022 than 2018

-0.50
0 10 20 30 40 50 60 70 80 90 100

Percentage of students who reported their school building was closed for three months or less because of
COVID-19
 Less problems with remote learning, Figure II.2.15

better sense of belonging and higher performance

Sense of belonging Mathematics performance
Before accounting
Before accounting
After accounting for students' and schools' socio-economic profile, and After accounting for students' and schools' socio-economic profile
mathematics performance
0.30 60
Change in the index of students' sense of belonging at school
Stronger sense of belonging at school

Score-point difference in mathematics performance

50
0.25

Students scored higher

40
0.20
30

0.15 20

10
0.10

scored lower
0.05

Students
-10

0.00 -20
Finding someone Motivating Access to a Access to Finding someone Motivating Access to a Access to
who could help themselves digital device school supplies who could help themselves digital device when school supplies
them to do school work when them to do school work they needed it
with their school they needed it with their school
work work
Students never or only a few times faced the above problems Students never or only a few times faced the above problems
when completing their school work when completing their school work
 10
20
30
40
50
60
70
80
90

0
100
%
Japan
Poland
Brunei Darussalam
United Kingdom*
Ireland*
Israel
Netherlands*
Latvia*
New Zealand*
Canada*
Greece
Belgium
Brazil
Malta
Slovenia
Chinese Taipei
Hong Kong (China)*
Serbia
Montenegro
Australia*
Macao (China)
United States*
Thailand
Estonia
Jamaica*
Korea
Morocco
Malaysia
OECD average
Italy
Germany
Georgia
Sweden
Slovak Republic
Uruguay
Using a video communication program

Argentina
Türkiye
Hungary
Jordan
Lithuania
Spain
Kosovo
Chile
Finland
Mongolia
Austria
Ukrainian regions (18 of 27)
Palestinian Authority
Qatar
building closes again in the future

Switzerland
France
Moldova
Romania
Portugal
Viet Nam
Bulgaria
Motivating myself to do school work

Dominican Republic
Philippines
Prepare students for autonomous learning

Uzbekistan
North Macedonia
United Arab Emirates
Baku (Azerbaijan)
Albania
Costa Rica
Indonesia
Peru
Paraguay
Mexico
Croatia
Saudi Arabia
Iceland
Cambodia
Kazakhstan
Guatemala
El Salvador
Panama*
Percentage of students who reported feeling confident/very confident in taking the following actions if their school

Colombia
Figure II.2.5
PISA 2022 international results
Digital distractions
 %

10
20
30
40
50
60

0
Argentina
Uruguay
Chile
Bulgaria
New Zealand*
Brazil
Canada*
Latvia*
Philippines
Finland
Australia*
Morocco
Greece
Italy
Sweden
Montenegro
Romania
Poland
Costa Rica
Serbia
Portugal
Netherlands*
Mongolia
Spain
Moldova
Baku (Azerbaijan)
Iceland
Paraguay
Denmark*
Norway
Israel
Dominican Republic
Czech Republic
OECD average
Colombia
France
Kosovo
Jamaica*
United States*
Georgia
North Macedonia
Belgium
Hungary
Estonia
Germany
Students get distracted by using digital devices

Jordan
Singapore
Panama*
Thailand
Slovak Republic
Palestinian Authority
Lithuania
Mexico
Albania
Indonesia
Students get distracted by other students who are using digital devices

United Arab Emirates

Ukrainian regions (18 of 27)
El Salvador
Türkiye
Austria
Slovenia
Kazakhstan
Switzerland
Croatia
Qatar
Peru
Malaysia
Ireland*
Uzbekistan
Saudi Arabia
Cambodia
United Kingdom*
Malta
Hong Kong (China)*
Chinese Taipei
Viet Nam
Guatemala
Distraction from digital devices in mathematics lessons

Macao (China)
Percentage of students who reported that the following happens in every or in most of their mathematics lessons

Brunei Darussalam
Korea
Figure II.3.4

Japan
 %

10
20
30
40
50
60
70
80
90

0
100
Costa Rica
Netherlands*
Colombia
El Salvador
Peru
Panama*
Slovenia
Portugal
Mexico
France
Ireland*
Spain
Never or almost never

Dominican Republic
Hungary
Kosovo
Uruguay
Japan
Belgium
Switzerland
Argentina
New Zealand*
Montenegro
Croatia
Albania
North Macedonia
Less than half of the time

Iceland
Estonia
Mongolia
Italy
Morocco
Kazakhstan
United Kingdom*
OECD average
Australia*
Serbia
Czech Republic
Norway
digital devices are not near

Denmark*
Sweden
Chinese Taipei
Chile
Germany
Canada*
Lithuania
Uzbekistan
Based on students' reports

Moldova
Korea
Bulgaria
Finland
About half of the time or more than half of the time

Saudi Arabia
Austria
Singapore
Brazil
Georgia
Palestinian Authority
Romania
Ukrainian regions (18 of 27)
Qatar
Slovak Republic
Jamaica*
Latvia*
Poland
All or almost all of the time

Jordan
United Arab Emirates
Indonesia
Israel
Baku (Azerbaijan)
Greece
Philippines
Hong Kong (China)*
Over a half of students feeling nervous/anxious when

Malta
Not applicable

Thailand
Brunei Darussalam
Macao (China)
Malaysia
Figure II.5.16

Türkiye
 Time spent on digital devices at school and
mathematics performance Figure II.5.14
Based on students' reports; OECD average
Learning Leisure
Mean score in mathematics

500

490

480

470

460

450

440

430

420
None Up to 1 hour More than 1 hour and More than 2 hours More than 3 hours More than 5 hours More than 7 hours
up to 2 hours and up to 3 hours and up to 5 hours and up to 7 hours

Time spent on digital devices at school per day

 School policies to limit digital distraction Figure II.5.9
Change in the likelihood of students becoming distracted by using digital devices in mathematics lessons when students reported that
Odds ratio they use their smartphone at school and school principals reported the school's policy on smartphone use; OECD average
1.50

1.40

1.30

1.20

1.10

1.00

0.90

0.80

0.70
In less than half of In about half of the In more than half of In every or almost The school has The use of cell Teachers establish Teachers establish The school has a Teachers have the
the lessons lessons the lessons every lesson written statement phones is not rules for when rules in specific programme necessary technical
about the general allowed on school students may use collaboration with to prepare students and pedagogical
use of digital premises digital devices students about for responsible skills to integrate
devices on school during lessons their use of digital Internet behaviour digital devices in
premises resources at school instruction
or in class

Frequency of use of digital devices

School policies for the use of digital devices
in mathematics lessons
PISA 2022 international results
Teacher support
 Less anxiety More Lower Higher performance

10
15

-0.3
-0.2
-0.1
0.0
0.1
-5
0
5
Morocco
Montenegro
Mexico

Difference
Romania
Türkiye
Viet Nam
Greece
Score-point difference

Paraguay
Uruguay
Peru
Colombia
Serbia
Panama*
Mongolia
North Macedonia
Kosovo
El Salvador
Indonesia
Poland
Austria
Guatemala
Italy
Israel
Slovak Republic
Dominican Republic
Argentina
Croatia
Belgium
Brazil
Spain
Moldova
Baku (Azerbaijan)
Ukrainian regions (18 of 27)
Bulgaria
Japan
Czech Republic
Saudi Arabia
Germany
Portugal
Switzerland
Thailand
Kazakhstan
Chile
Palestinian Authority
France
Ireland*
Georgia
Slovenia
Jordan
Change in mathematics performance associated with a one-unit increase in the index of teacher support

Lithuania
OECD average
Singapore
and less anxiety towards mathematics

Jamaica*
United States*
Latvia*
Brunei Darussalam
Estonia
Uzbekistan
Chinese Taipei
Albania
Malaysia
Hungary
United Kingdom*
Macao (China)
Qatar
New Zealand*
Netherlands*
Sweden
Finland
Philippines
Korea
Hong Kong (China)*
Denmark*
United Arab Emirates
Norway
Cambodia
More teacher support, higher mathematics performance

Malta
Change in mathematics anxiety associated with a one-unit increase in the index of teacher support

Iceland
Figure II.3.3

Australia*
 Increase in teacher help,
increase in mathematics performance Figure II.3.2
Change between 2012 and 2022 is statistically significant for mathematics performance and the percentage of students
Change between 2012 and 2022 is only statistically significant for mathematics performance
Change between 2012 and 2022 is only statistically significant for the percentage of students
Change between 2012 and 2022 is not statistically significant
OECD average
50
Higher mathematics performance and
40 Qatar more help provided by teacher when needed
Higher mathematics performance
in PISA 2022 than in PISA 2012

in PISA 2022 than in PISA 2012

Mean score-point difference

30
Montenegro
Kazakhstan Peru
20
United Arab Emirates
Serbia Macao (China)
10 United Kingdom* Singapore
Türkiye Colombia
Sweden
0 Uruguay Japan
Denmark*
Lithuania Hungary
Latvia* Brazil Argentina R² = 0.08
-10
Croatia
Czech Republic Indonesia Israel
Italy
Estonia Chile
-20 Slovenia Spain
Portugal United States*
Switzerland Mexico Ireland*
Australia* Korea Malaysia
Jordan France Chinese Taipei
-30 Belgium Austria Romania
Poland Iceland Netherlands*
Thailand Costa Rica
-40 New Zealand* Germany Hong Kong (China)*
Finland Greece Bulgaria
Albania Slovak Republic
Norway
-50
-30 -20 -10 0 10 20 30
Percentage-point difference
More students in 2022 than in 2012 reported their teacher gives extra help when they need it
 Percentage-point change between 2018 and 2022

10
20
30
40
50
60
70

-30
-20
-10
Indonesia
Spain
United Arab Emirates
Peru
Iceland
Türkiye
Georgia
Romania
Brazil
Denmark*
Qatar
Sweden
Mexico
Thailand
Saudi Arabia
Kazakhstan
Hungary
New Zealand*
Kosovo
Israel
Macao (China)
Czech Republic
Moldova
Chinese Taipei
Bulgaria
Japan
A lack of teaching staff

Albania
North Macedonia
Costa Rica
Uruguay
Panama*
Finland
United States*
Serbia
Germany
Baku (Azerbaijan)
Jordan
Malaysia
Korea
Viet Nam
Colombia
Morocco
Slovenia
Lithuania
Argentina
OECD average
teaching staff in 2022 than in 2018

Singapore
Hong Kong (China)*
Austria
Paraguay
Switzerland
Ireland*
hindered to some extent or a lot by the following

Philippines
Norway
Canada*
A lack of educational material

Malta
Montenegro
United Kingdom*
Italy
Croatia
Dominican Republic
Greece
Estonia
Slovak Republic
Brunei Darussalam
Portugal
Chile
Netherlands*
Belgium
Guatemala
Principals were more concerned about the shortage of

Latvia*
Australia*
Percentage-point change of students whose principals reported that the school's capacity to provide instruction is

Poland
France
Figure II.5.3

Cambodia
PISA 2022 international results
Parents and families
 10
20
30
40
50
60
70
80

0
%
Norway (-13)
Ireland*
Switzerland
Argentina
Uruguay
Morocco
Finland (-22)
Hungary (-12)
Japan
Serbia (-31)
Sweden (-21)
Brazil
Czech Republic (-11)
Brunei Darussalam (-11)
Poland (-26)
Netherlands* (-25)
Croatia (-30)
Denmark* (-9)
Singapore (-18)
Slovenia (-32)
France (-12)
nited Kingdom* (-13)
Estonia (-11)
Bulgaria
Belgium
New Zealand*
Iceland (-7)
Germany
Jordan
Costa Rica
OECD average (-10)
PISA 2018

Hong Kong (China)*

Australia* (-11)
Chile
Lithuania (-10)
United States* (-12)
Korea
Slovak Republic
Moldova (-31)
Montenegro (-31)
Latvia*
Dominican Republic
Malaysia
PISA 2022

Malta (-11)
Peru
Macao (China) (2)
Greece (-31)
North Macedonia (-24)
Mexico (16)
Israel
Saudi Arabia
Canada*
Indonesia
Türkiye
Baku (Azerbaijan) (-30)
discussing their child’s progress with a teacher on their own initiative

Spain (-8)
Romania (12)
Kosovo
Thailand
Panama*
Portugal (-13)
Qatar (-3)
Colombia
Chinese Taipei
Italy (-16)
United Arab Emirates (-5)
Albania (-14)
Georgia
Percentage of students in schools whose principal reported that at least 50% of students' parents are involved in

Kazakhstan (-14)
Viet Nam
Figure II.3.15
Decline in parents-initiated talks about students’ progress

Philippines
 Less decrease in parental involvement in schools,
25less negative trends in mathematics performance Figure II.3.16
Higher mathematics performance and
more parent-initiated discussion
15
Brunei Darussalam of students' progress
in PISA 2022 than in PISA 2018
Higher mathematics performance
in PISA 2022 than in PISA 2018

5 Hungary Kazakhstan

North Macedonia Macao (China)

-5 Czech Republic
R² = 0.09
Mean score-point difference

Estonia
United States*
-15 Mexico
Italy
Greece Sweden
Poland Denmark*
-25 Slovenia Finland Portugal
Montenegro
Netherlands*
France Norway
-35
Baku (Azerbaijan) United Kingdom* Iceland
Change between 2018 and 2022 is statistically significant for mathematics performance and the
-45 percentage of students
Change between 2018 and 2022 is only statistically significant for mathematics performance
-55
Change between 2018 and 2022 is only statistically significant for the percentage of students
Lower mathematics performance and
-65 less parent-initiated discussion
Change between 2018 and 2022 is not statistically significant
of students' progress Albania
in PISA 2022 than in PISA 2018
-75
-40 -30 -20 -10 0 10 20 30
More students in 2022 than in 2018 reported that their parents initiated discussions about their progress Percentage-point difference
 More family support, stronger sense of belonging Figure II.3.17
0.60
OECD average Average sense of belonging is higher in systems where
students receive stronger support from their families
Students' sense of belonging (mean index)
Stronger sense of belonging at school

Austria
0.40
Switzerland
Korea Spain
Japan
Germany Albania
Norway Serbia
0.20
Denmark* Croatia
Iceland Finland
Hungary Montenegro Portugal
Netherlands* Sweden R² = 0.12
Belgium Slovenia Uzbekistan North Macedonia
0.00 OECD average Chinese Taipei Saudi Arabia Lithuania Romania
France Moldova
Ukrainian regions (18 of 27) Italy Georgia
Greece
Indonesia Mexico Uruguay United Kingdom*
Mongolia Bulgaria Estonia Qatar Ireland* United Arab Emirates
Argentina Guatemala Kazakhstan Colombia
Slovak Republic Palestinian Authority
-0.20 Jordan Peru
Chile Baku (Azerbaijan)
Singapore DominicanBrazil
Republic Australia*
Latvia*
Paraguay
Morocco Malaysia
Macao (China) Thailand Türkiye Poland Malta
Philippines Viet Nam United States*
-0.40 Hong Kong (China)* Panama*
Canada*
Cambodia Czech Republic Jamaica*
New Zealand* El Salvador
Brunei Darussalam

-0.60
-0.60 -0.40 -0.20 0.00 0.20 0.40 0.60
Family support (mean index)
Students enjoy more support from their families
 10
20
30
40
50
60
70
80
90

0
%
Macao (China)
Thailand
Hong Kong (China)*
Viet Nam
Cambodia
Brunei Darussalam
Philippines
Indonesia
Malaysia
Mongolia
Morocco
Jordan
Brazil
Palestinian Authority
Chinese Taipei
Singapore
Dominican Republic
Paraguay
Saudi Arabia
El Salvador
Qatar
Türkiye
Jamaica*
Argentina
Chile
Bulgaria
Kazakhstan
Guatemala
Peru
Moldova
Japan
Mexico
Slovak Republic
Panama*
Uzbekistan
Georgia
United Arab Emirates
Ukrainian regions (18 of 27)
Uruguay
Baku (Azerbaijan)
Malta
North Macedonia
Iceland
Kosovo
France
Korea
Estonia
Romania
Austria
Poland
Lithuania
Albania
Latvia*
Czech Republic
Spain
family asks them what they did in school that day

Switzerland
Slovenia
Norway
Greece
OECD average
Belgium
Serbia
Finland
Montenegro
Canada*
United States*
Colombia
Denmark*
Germany
Students whose family regularly asks about school

New Zealand*
Australia*
Italy
United Kingdom*
Netherlands*
Hungary
Sweden
Percentage of students who reported that at least once a week or twice a week their parents or someone in their

Croatia
Portugal
Figure II.3.18

Ireland*
More to come

PISA volumes to be released in 2024

1. Creative Thinking
2. Financial Literacy
3. Student readiness for life-long learning
Find out more about our work at www.oecd.org/pisa

PISA main reports PISA Country notes

* Caution is required when interpreting estimates because one or more PISA sampling
standards were not met (see Reader’s Guide of PISA 2022 Results Volume I ).