School students’ reading and math performance has declined significantly across developed countries, according to the latest findings from an international education survey. The results, released by the Organisation for Economic Co-operation and Development (OECD), indicate that the average 15-year-old’s academic abilities in 2025 have regressed to levels comparable to those expected of 14-year-olds in 2018.
The OECD’s Programme for International Student Assessment (PISA) report shows reading scores dropped by 25 points and math scores by 22 points since the previous assessment in 2018. Given that 20 points roughly correspond to one year of learning, this decline signals a substantial setback. The survey assesses students’ competencies in reading, science, and mathematics every three years, alongside broader topics like wellbeing and financial literacy.
The report highlights a trend whereby students are increasingly engaging with short-form digital content on platforms such as Instagram and TikTok. This “digital distraction” is believed to contribute to diminished concentration and a reduced ability to engage deeply with complex texts. Andreas Schleicher, OECD’s director for education and skills, emphasized that these changes have fostered faster reading speeds but less accurate comprehension and critical evaluation skills.
The analysis also suggests a worrying shift in students’ approach to science. Approximately 37% of surveyed pupils favored “common sense” over scientific reasoning, a concerning development for future evidence-based decision-making. Additionally, students who used artificial intelligence (AI) tools frequently tended to perform worse in science assessments, particularly in tasks requiring them to summarize or draft texts independently. However, those who used AI more selectively, as a learning aid, experienced less negative impact.
Schleicher stressed that while AI can produce quicker or better immediate results, over-reliance on such tools may undermine long-term learning benefits. “If AI makes things easy, it is not great for you in the long run,” he said. The emphasis, he noted, should be on active learning where students engage cognitively rather than passively completing tasks.
The OECD report stops short of establishing direct causation between technology use and learning declines but points to compelling correlations. It recommends schools consider policies to limit smartphone use during lessons to reduce distractions and improve focus. Schleicher also suggested that future educational technology should prioritize interactive methods, such as “Socratic questioning,” over AI-driven solutions that merely provide answers, to foster deeper understanding.
The PISA findings underscore challenges faced by education systems worldwide as they adapt to rapidly evolving digital environments and the rising presence of AI, emphasizing the need for strategies to enhance student engagement and learning outcomes in the digital age.