Malaysia’s education system faces continued challenges, as the country’s latest results in the Programme for International Student Assessment (Pisa) reveal only modest improvements in some areas and declines in others. The 2025 Pisa outcomes, released by the Organisation for Economic Co-operation and Development (OECD), highlight the struggles Malaysia faces in preparing its students for real-world problem-solving in reading, mathematics, and science.
Pisa tests assess 15-year-old students’ abilities to apply knowledge in reading, mathematics, and science to practical contexts, serving as a key indicator of educational effectiveness worldwide. According to a recent analysis, Malaysia’s performance since 2015 has steadily declined. The 2022 Pisa results positioned Malaysia among the five countries with the most significant drops in scores across all three subjects, trailing below the ASEAN-6 regional average—comprising Indonesia, Malaysia, the Philippines, Singapore, Thailand, and Vietnam.
The 2025 results produced a mixed picture. Malaysia’s reading scores increased slightly from 388 to 393 points, and science scores rose marginally from 416 to 419. However, mathematics scores fell by 12 points, from 409 to 397. Notably, Thailand, which lagged behind Malaysia in 2022 in all three categories, surpassed Malaysia in both mathematics and science in 2025, with its science score increasing by 23 points compared to Malaysia’s modest three-point gain.
This trend prompts concern and reflection among education experts. Observers highlight that Thailand’s improvements demonstrate progress is attainable, raising questions about Malaysia’s current strategies and their implementation. The country has introduced multiple reforms, including the Malaysia Education Blueprint 2013-2025, aimed at strengthening higher order thinking skills (HOTS), integrating STEM education, and emphasizing assessments focused on critical and creative thinking. Initiatives such as i-THINK were designed to shift learning away from rote memorization toward analytical and problem-solving abilities.
Despite these efforts, doubts remain about whether reform policies are effectively translating into improved student competencies. Questions persist over whether educators receive adequate training, support, and time to focus on developing HOTS, or if administrative duties and resource constraints undermine these goals. The effectiveness of digital learning platforms like DELIMa also comes under scrutiny, with concerns about whether access to digital tools equates to meaningful and interactive learning experiences aligned with classroom instruction.
Experts urge that Malaysia’s education challenges require more than policy announcements or slogans. Stronger implementation, honest evaluation mechanisms, and enhanced support for teachers are needed to ensure reforms produce tangible gains. As one education researcher emphasized, the focus must remain on delivering an education system that empowers all students to think critically, engage creatively, and compete confidently on both regional and global stages.
The call to action is clear: policymakers, educators, and stakeholders must reassess current approaches and commit to decisive measures that guarantee quality education for every Malaysian child, regardless of background.