According to the statement made by the Ministry of National Education, it was emphasized that Türkiye showed a performance that reveals how fast progress can be achieved in the PISA 2025 International Report published by the Organization for Economic Co-operation and Development (OECD).
This represents an achievement equivalent to more than three years of additional learning time, the report stated.
The results of the PISA 2025 survey implemented by the OECD were announced at the meeting in Bratislava, the capital of Slovakia, attended by the Minister of National Education, Yusuf Tekin, on September 8. Türkiye achieved a significant success by increasing both its scores and rankings in all areas of science, mathematics and reading skills.
HUNDREDS OF THOUSANDS OF STUDENTS FROM MORE THAN 90 COUNTRIES TAKEN THE EXAM
Türkiye's historical success was also included in the PISA 2025 International Report published by the OECD, and the emphasis on "Türkiye" attracted attention in the presentation and preface sections of the report.
In the presentation section of the PISA 2025 International Report, it was stated that hundreds of thousands of 15-year-old students from more than 90 countries answered questions in the global PISA exam.
The report emphasized that PISA's measurements of student learning outcomes are one of the most reliable measures of the quality and effectiveness of school systems, and therefore one of the strongest indicators of the long-term success of economies and societies.
In the presentation section, where it was noted that the goal of PISA has always been to raise expectations about what is possible, "The basic idea was quite simple: to evaluate what young people know and what they can do, using an internationally agreed upon criterion; to correlate these results with data obtained from students, teachers, schools and parents to understand why performance differs; and then to turn comparison into a force that enables development." statements were included.
"PISA WORKS AS A COMPASS"
The report points out that when a country is successful, it becomes a reference point for other countries, and policy makers ask, "What are they doing differently and what can we learn from this?" It was pointed out that they started to ask:
In this sense, PISA is not a ranking table but rather a compass function. In the presentation section of the report, the following statements were made about Türkiye: "Turkey has demonstrated how fast progress can occur and increased its science performance by approximately 70 PISA points in 10 years. This means an gain equivalent to more than three years of additional learning time."
MORE THAN 760 THOUSAND STUDENTS PARTICIPATED
In the preface of the report, it was reported that in 2025, more than 760 thousand students, representing approximately 33 million 15-year-old students from 91 countries and economies, will participate in the PISA assessment.
Following the unprecedented performance decline recorded in PISA 2022, the report pointed out that learning outcomes in many countries have largely stagnated or continue to decline, and stated that across the OECD, 20 percent of 15-year-old students perform poorly in all three subjects.
“It has also shown that high performance and more inclusive results can go together.”
The report, which emphasizes that some countries remain outside this trend, found that science scores increased in Costa Rica, Slovakia, Turkey and the United Kingdom among OECD member countries, and that scores increased in Cambodia, El Salvador, Georgia, Jordan, Mongolia, Montenegro, Philippines, Saudi Arabia, Thailand, United Arab Emirates, Uruguay and Uzbekistan among non-OECD member countries.
In the foreword of the report, the following was noted: "Many countries have also shown that higher performance and more inclusive outcomes can go together. Turkey, the United Arab Emirates, Montenegro, Qatar and Slovakia have increased the proportion of top-performing students while reducing the proportion of low-performing students."
In the foreword section, where evaluations about artificial intelligence were made, it was underlined that as artificial intelligence becomes a part of the classroom environment, it should be used in a targeted way for feedback and personalized application.
The report also stated that "Artificial intelligence should contribute to students' demanding learning processes, not replace them." It was noted that policy makers can use this evidence to establish effective education systems that equip students with the knowledge and skills they need to be successful in a rapidly changing world.
