PISA 2025 Results (Volume I)

Table I.B1.1.1

Learners' competencies

Table I.B1.1.2

Competent learners

Table I.B1.1.3

Students' beliefs in social mobility

Table I.B1.1.4

Students' beliefs in social mobility, by student and school characteristics

Table I.B1.1.5

Relationships between students' growth mindset and beliefs in social mobility

Table I.B1.1.6

Students' beliefs in social mobility and growth mindset, by academic resilience in science

Table I.B1.2a.1

Mean score and variation in science performance

Table I.B1.2a.2

Mean score and variation in reading performance

Table I.B1.2a.3

Mean score and variation in mathematics performance

Table I.B1.2a.4

Mean score and variation in computational problem-solving performance

Table I.B1.2a.5

Mean score and variation in student performance on the science subscale explain phenomena scientifically

Table I.B1.2a.6

Mean score and variation in student performance on the science subscale evaluate designs for scientific enquiry

Table I.B1.2a.7

Mean score and variation in student performance on the science subscale evaluate scientific information for decision making

Table I.B1.2a.8

Mean score and variation in student performance on the computational problem-solving subscale modelling

Table I.B1.2a.9

Mean score and variation in student performance on the computational problem-solving subscale programming

Table I.B1.2a.10

Percentage of students at each proficiency level in science

Table I.B1.2a.11

Percentage of students at each proficiency level in reading

Table I.B1.2a.12

Percentage of students at each proficiency level in mathematics

Table I.B1.2a.13

Percentage of students at each proficiency level in computational problem-solving

Table I.B1.2a.14

Percentage of students at each proficiency level on the science subscale explain phenomena scientifically

Table I.B1.2a.15

Percentage of students at each proficiency level on the science subscale evaluate designs for scientific enquiry

Table I.B1.2a.16

Percentage of students at each proficiency level on the science subscale evaluate scientific information for decision making

Table I.B1.2a.17

Percentage of students at each proficiency level on the computational problem-solving subscale modelling

Table I.B1.2a.18

Percentage of students at each proficiency level on the computational problem-solving subscale programming

Table I.B1.2a.19

Correlation of mean performance across domains

Table I.B1.2a.20

Relative performance in computational problem-solving

Table I.B1.2a.21

Overlap of top performers in science, reading and mathematics

Table I.B1.2a.22

Overlap of low performers in science, reading and mathematics

Table I.B1.2a.23

Overlap of top performers in science, reading and mathematics among all 15-year-olds

Table I.B1.2a.24

Overlap of low performers in science, reading and mathematics among all 15-year-olds

Table I.B1.2a.25

Total variation in science performance, and variation between and within schools (with modal ISCED restriction)

Table I.B1.2a.26

Total variation in science performance, and variation between and within schools (without modal ISCED restriction)

Table I.B1.2a.27

Total variation in reading performance, and variation between and within schools (with modal ISCED restriction)

Table I.B1.2a.28

Total variation in reading performance, and variation between and within schools (without modal ISCED restriction)

Table I.B1.2a.29

Total variation in mathematics performance, and variation between and within schools (with modal ISCED restriction)

Table I.B1.2a.30

Total variation in mathematics performance, and variation between and within schools (without modal ISCED restriction)

Table I.B1.2a.31

Total variation in computational problem-solving performance, and variation between and within schools (with modal ISCED restriction)

Table I.B1.2a.32

Total variation in computational problem-solving performance, and variation between and within schools (without modal ISCED restriction)

Table I.B1.2a.33

Percentage of low performers and top performers in science, 2006 through 2025

Table I.B1.2a.34

Percentage of low performers and top performers in reading, 2000 through 2025

Table I.B1.2a.35

Percentage of low performers and top performers in mathematics, 2003 through 2025

Table I.B1.2a.36

Mean science performance, 2006 through 2025

Table I.B1.2a.37

Mean reading performance, 2000 through 2025

Table I.B1.2a.38

Mean mathematics performance, 2003 through 2025

Table I.B1.2a.39

Distribution of science scores, 2006 through 2025

Table I.B1.2a.40

Distribution of reading scores, 2000 through 2025

Table I.B1.2a.41

Distribution of mathematics scores, 2003 through 2025

Table I.B1.2a.42

Variation in science performance, 2006 through 2025

Table I.B1.2a.43

Variation in reading performance, 2000 through 2025

Table I.B1.2a.44

Variation in mathematics performance, 2003 through 2025

Table I.B1.2a.45

Percentage of low performers and top performers in science among all 15-year-olds, 2015 through 2025

Table I.B1.2a.46

Percentage of low performers and top performers in reading among all 15-year-olds, 2015 through 2025

Table I.B1.2a.47

Percentage of low performers and top performers in mathematics among all 15-year-olds, 2015 through 2025

Table I.B1.2a.48

Distribution of science scores among 15-year-olds, 2015 through 2025

Table I.B1.2a.49

Distribution of reading scores among 15-year-olds, 2015 through 2025

Table I.B1.2a.50

Distribution of mathematics scores among 15-year-olds, 2015 through 2025

Table I.B1.2b.1

Students' socio-economic status

Table I.B1.2b.2

Socio-economic status and science performance

Table I.B1.2b.3

Socio-economic status and reading performance

Table I.B1.2b.4

Socio-economic status and mathematics performance

Table I.B1.2b.5

Socio-economic status and computational problem-solving performance

Table I.B1.2b.6

Percentage of students by international deciles of socio-economic status

Table I.B1.2b.7

Percentage of students by international quartiles of socio-economic status

Table I.B1.2b.8

Science performance, by international deciles of socio-economic status

Table I.B1.2b.9

Reading performance, by international deciles of socio-economic status

Table I.B1.2b.10

Mathematics performance, by international deciles of socio-economic status

Table I.B1.2b.11

Science performance, by international quartiles of socio-economic status

Table I.B1.2b.12

Reading performance, by international quartiles of socio-economic status

Table I.B1.2b.13

Mathematics performance, by international quartiles of socio-economic status

Table I.B1.2b.14

Low and top performance in science, by students' socio-economic status

Table I.B1.2b.15

Low and top performance in reading, by students' socio-economic status

Table I.B1.2b.16

Low and top performance in mathematics, by students' socio-economic status

Table I.B1.2b.17

Between- and within-school variation in students' socio-economic status (with modal ISCED restriction)

Table I.B1.2b.18

Between- and within-school variation in students' socio-economic status (without modal ISCED restriction)

Table I.B1.2b.19

Students' deprivation

Table I.B1.2b.20

Students' socio-economic status and deprivation

Table I.B1.2b.21

Deprivation and science performance

Table I.B1.2b.22

Science performance by national quarter of socio-economic status, 2015 through 2025

Table I.B1.2b.23

Reading performance by national quarter of socio-economic status, 2015 through 2025

Table I.B1.2b.24

Mathematics performance by national quarter of socio-economic status, 2015 through 2025

Table I.B1.2b.25

Strength of the relationship between science performance and socio-economic status, 2015 through 2025

Table I.B1.2b.26

Strength of the relationship between reading performance and socio-economic status, 2015 through 2025

Table I.B1.2b.27

Strength of the relationship between mathematics performance and socio-economic status, 2015 through 2025

Table I.B1.2b.28

Low performance in science, by quarter of socio-economic status, 2015 through 2025

Table I.B1.2b.29

Low performance in reading, by quarter of socio-economic status, 2015 through 2025

Table I.B1.2b.30

Low performance in mathematics, by quarter of socio-economic status, 2015 through 2025

Table I.B1.2b.31

Top performance in science, by quarter of socio-economic status, 2015 through 2025

Table I.B1.2b.32

Top performance in reading, by quarter of socio-economic status, 2015 through 2025

Table I.B1.2b.33

Top performance in mathematics, by quarter of socio-economic status, 2015 through 2025

Table I.B1.2b.34

Missing frequencies of socio-economic status, 2015 through 2025

Table I.B1.2b.35

Missing frequencies of home possessions, 2015 through 2025

Table I.B1.2b.36

Science performance by national quarter of home possessions, 2015 through 2025

Table I.B1.2b.37

Reading performance by national quarter of home possessions, 2015 through 2025

Table I.B1.2b.38

Mathematics performance by national quarter of home possessions, 2015 through 2025

Table I.B1.2c.1

Science performance, by gender

Table I.B1.2c.2

Reading performance, by gender

Table I.B1.2c.3

Mathematics performance, by gender

Table I.B1.2c.4

Computational problem-solving performance, by gender

Table I.B1.2c.5

Mean score and variation on the science subscale explain phenomena scientifically, by gender

Table I.B1.2c.6

Mean score and variation on the science subscale evaluate designs for scientific enquiry, by gender

Table I.B1.2c.7

Mean score and variation on the science subscale evaluate scientific information for decision making, by gender

Table I.B1.2c.8

Mean score and variation on the computational problem-solving subscale modelling, by gender

Table I.B1.2c.9

Mean score and variation on the computational problem-solving subscale programming, by gender

Table I.B1.2c.10

Percentage of students at each proficiency level in science, by gender

Table I.B1.2c.11

Percentage of students at each proficiency level in reading, by gender

Table I.B1.2c.12

Percentage of students at each proficiency level in mathematics, by gender

Table I.B1.2c.13

Percentage of students at each proficiency level in computational problem-solving, by gender

Table I.B1.2c.14

Low and top performance in science, by gender

Table I.B1.2c.15

Low and top performance in reading, by gender

Table I.B1.2c.16

Low and top performance in mathematics, by gender

Table I.B1.2c.17

Science performance, by gender and socio-economic status

Table I.B1.2c.18

Reading performance, by gender and socio-economic status

Table I.B1.2c.19

Mathematics performance, by gender and socio-economic status

Table I.B1.2c.20

Low and top performance in science, by gender and socio-economic status

Table I.B1.2c.21

Low and top performance in reading, by gender and socio-economic status

Table I.B1.2c.22

Low and top performance in mathematics, by gender and socio-economic status

Table I.B1.2c.23

Girls' science performance, 2015 through 2025

Table I.B1.2c.24

Boys' science performance, 2015 through 2025

Table I.B1.2c.25

Gender differences in science performance, 2015 through 2025

Table I.B1.2c.26

Girls' reading performance, 2015 through 2025

Table I.B1.2c.27

Boys' reading performance, 2015 through 2025

Table I.B1.2c.28

Gender differences in reading performance, 2015 through 2025

Table I.B1.2c.29

Girls' mathematics performance, 2015 through 2025

Table I.B1.2c.30

Boys' mathematics performance, 2015 through 2025

Table I.B1.2c.31

Gender differences in mathematics performance, 2015 through 2025

Table I.B1.2c.32

Low performance in science among boys and girls, 2015 through 2025

Table I.B1.2c.33

Top performance in science among boys and girls, 2015 through 2025

Table I.B1.2c.34

Low performance in reading among boys and girls, 2015 through 2025

Table I.B1.2c.35

Top performance in reading among boys and girls, 2015 through 2025

Table I.B1.2c.36

Low performance in mathematics among boys and girls, 2015 through 2025

Table I.B1.2c.37

Top performance in mathematics among boys and girls, 2015 through 2025

Table I.B1.2d.1

Students with an immigrant background, 2015 through 2025

Table I.B1.2d.2

Missing frequencies of immigrant background, 2015 through 2025

Table I.B1.2d.3

Socio-economic status, by immigrant background

Table I.B1.2d.4

Disadvantaged students, by immigrant background, 2015 through 2025

Table I.B1.2d.5

Advantaged students, by immigrant background, 2015 through 2025

Table I.B1.2d.6

Language spoken at home by immigrant background, 2015 through 2025

Table I.B1.2d.7

Science performance by immigrant background, 2015 through 2025

Table I.B1.2d.8

Reading performance by immigrant background, 2015 through 2025

Table I.B1.2d.9

Mathematics performance by immigrant background, 2015 through 2025

Table I.B1.2d.10

Difference in science performance, by immigrant background, after accounting for student socio-economic status and language spoken at home, 2015 through 2025

Table I.B1.2d.11

Difference in reading performance, by immigrant background, after accounting for student socio-economic status and language spoken at home, 2015 through 2025

Table I.B1.2d.12

Difference in mathematics performance, by immigrant background, after accounting for student socio-economic status and language spoken at home, 2015 through 2025

Table I.B1.2d.13

Low performance in science by immigrant background, 2015 through 2025

Table I.B1.2d.14

Low performance in reading by immigrant background, 2015 through 2025

Table I.B1.2d.15

Low performance in mathematics by immigrant background, 2015 through 2025

Table I.B1.3.1

Students' curiosity

Table I.B1.3.2

Change between 2022 and 2025 in students' curiosity

Table I.B1.3.3

Students' curiosity, by student and school characteristics

Table I.B1.3.4

Students' curiosity and science performance

Table I.B1.3.5

Students' curiosity, by level of performance in science

Table I.B1.3.6

Students' curiosity and other students' beliefs

Table I.B1.3.7

Relationships between students' curiosity and other students' beliefs

Table I.B1.3.8

Relationships between students' motivation and other students' beliefs

Table I.B1.3.9

Students' perseverance

Table I.B1.3.10

Change between 2022 and 2025 in students' perseverance

Table I.B1.3.11

Students' perseverance, by student and school characteristics

Table I.B1.3.12

Students' perseverance and science performance

Table I.B1.3.13

Students' perseverance, by level of performance in science

Table I.B1.3.14

Students' perseverance and other students' beliefs

Table I.B1.3.15

Relationships between students' perseverance and other students' beliefs

Table I.B1.3.16

Students' beliefs in growth mindset

Table I.B1.3.17

Students' beliefs in growth mindset, by student and school characteristics

Table I.B1.3.18

Students' beliefs in growth mindset and science performance

Table I.B1.3.19

Students' growth mindset, by level of performance in science

Table I.B1.3.20

Students' growth mindset and other students' beliefs

Table I.B1.3.21

Students' beliefs in growth mindset, by teacher support

Table I.B1.3.22

Students' beliefs in growth mindset, by teachers' encouragement for students to persevere

Table I.B1.3.23

Students' beliefs in growth mindset, by family support

Table I.B1.3.24

Students' beliefs in growth mindset, by parental feedback

Table I.B1.3.25

Relationships between students' growth mindset and other students' beliefs

Table I.B1.3.26

Relationship between students' beliefs in growth mindset and learning support

Table I.B1.3.27

Relationship between science performance and students' beliefs in growth mindset, by teachers' encouragement for students to persevere

Table I.B1.3.28

Relationship between growth mindset and teachers' encouragement for students to persevere, by level of performance

Table I.B1.3.29

Relationship between growth mindset and teacher support in science classes, by level of performance

Table I.B1.3.30

Students' beliefs about the nature of science

Table I.B1.3.31

Change between 2015 and 2025 in students' beliefs about the nature of science

Table I.B1.3.32

Students' beliefs about the nature of science, by student and school characteristics

Table I.B1.3.33

Students' beliefs about the nature of science and science performance

Table I.B1.3.34

Students' beliefs about the nature of science and other students' beliefs

Table I.B1.3.35

Relationships between students' beliefs about the nature of science and other students' beliefs

Table I.B1.3.36

Distribution of students across epistemic profiles

Table I.B1.3.37

Students' beliefs about the nature of science across epistemic profiles

Table I.B1.3.38

Science performance across epistemic profiles

Table I.B1.3.39

Reading performance across epistemic profiles

Table I.B1.3.40

Students' cognitive adaptability

Table I.B1.3.41

Change between 2018 and 2025 in students' cognitive adaptability

Table I.B1.3.42

Students' cognitive adaptability, by student and school characteristics

Table I.B1.3.43

Students' cognitive adaptability and science performance

Table I.B1.3.44

Students' help seeking

Table I.B1.3.45

Students' help seeking, by student and school characteristics

Table I.B1.3.46

Students' help seeking and science performance

Table I.B1.3.47

Relationships between students' performance in science and students' curiosity and perseverance, by levels of students' help seeking

Table I.B1.3.48

Students' help seeking and growth mindset

Table I.B1.3.49

Students' goal setting

Table I.B1.3.50

Students' goal setting, by student and school characteristics

Table I.B1.3.51

Students' goal setting and science performance

Table I.B1.3.52

Relationships between students' goal setting and students' curiosity, by levels of teacher support in science classes

Table I.B1.3.53

Students' enjoyment of science

Table I.B1.3.54

Change between 2015 and 2025 in the index of enjoyment of science

Table I.B1.3.55

Students' enjoyment of science, by student and school characteristics

Table I.B1.3.56

Students' enjoyment of science and science performance

Table I.B1.3.57

Students' cognitive activation in science classes

Table I.B1.3.58

Students' cognitive activation in science classes, by student and school characteristics

Table I.B1.3.59

Students' cognitive activation in science classes and science performance

Table I.B1.3.60

Students' cognitive activation in science classes and other students' beliefs

Table I.B1.3.61

Relationships between students' cognitive activation in science classes and other students' beliefs

Table I.B1.3.62

Students' sense of belonging

Table I.B1.3.63

Change between 2018 and 2025 in the index of sense of belonging

Table I.B1.3.64

Change between 2015 and 2025 in students' sense of belonging

Table I.B1.3.65

Students' sense of belonging, by student and school characteristics

Table I.B1.3.66

Students' sense of belonging and science performance

Table I.B1.3.67

Students' sense of belonging and other students' beliefs

Table I.B1.3.68

Relationships between students' sense of belonging and other students' beliefs

Table I.B1.3.69

Relationships between students' sense of belonging and students' curiosity and perseverance, by levels of teacher support in science classes

Table I.B1.3.70

Students' attitudes towards school

Table I.B1.3.71

Change between 2022 and 2025 in students' attitudes towards school

Table I.B1.3.72

Students' attitudes towards school (waste of time), by student and school characteristics

Table I.B1.3.73

Students' attitudes towards school (school usefulness), by student and school characteristics

Table I.B1.3.74

Students' attitudes towards school and science performance

Table I.B1.3.75

Students' attitudes towards school, by level of performance in science

Table I.B1.3.76

Students' attitudes towards school (adult life) and other students' beliefs

Table I.B1.3.77

Students' attitudes towards school (school usefulness) and other students' beliefs

Table I.B1.3.78

Relationships between students' attitudes towards school and other students' beliefs

Table I.B1.3.79

Students' life satisfaction

Table I.B1.3.80

Life satisfaction, by student and school characteristics

Table I.B1.3.81

Students' life satisfaction and science performance

School resources

Digital resources

Availability and perceived shortages of digital resources

Table I.B1.4.1

Availability of computers, by school characteristics

Table I.B1.4.2

Availability of computers, 2012 through 2025

Table I.B1.4.3

Availability of computers and science performance

Table I.B1.4.4

Availability of tablet devices, by school characteristics

Table I.B1.4.5

Availability of e-book readers, by school characteristics

Table I.B1.4.6

Shortage of digital resources

Table I.B1.4.7

Lack of digital resources, by school characteristics

Table I.B1.4.8

Inadequate or poor-quality digital resources, by school characteristics

Table I.B1.4.9

Shortage of digital resouces (frequencies), 2022 and 2025

Table I.B1.4.10

Shortage of digital resources and student performance in science and computational problem solving

Table I.B1.4.11

School computers connected to the Internet available for teachers, by school characteristics

Table I.B1.4.12

School computers connected to the Internet available for teachers, 2022 and 2025

Table I.B1.4.13

School computers connected to the Internet available for teachers and student performance in science and computational problem solving

School capacity to enhance teaching and learning using digital resources

Table I.B1.4.14

School's capacity to enhance teaching and learning using digital devices

Table I.B1.4.15

School's capacity to enhance teaching and learning using digital devices, by school characteristics

Table I.B1.4.16

School's capacity to enhance teaching and learning using digital devices (index), 2022 and 2025

Table I.B1.4.17

School's capacity to enhance teaching and learning using digital devices (frequencies), 2018 through 2025

Table I.B1.4.18

School's capacity to enhance teaching and learning using digital devices and science performance

Table I.B1.4.19

School's capacity to enhance teaching and learning using digital devices and computational problem solving performance

Table I.B1.4.20

School's capacity to enhance teaching and learning using digital devices and attitudes towards learning

Students’ use of digital resources

Table I.B1.4.21

Time spent per day on digital devices, by purpose

Table I.B1.4.22

Time spent per week on digital devices, by purpose

Table I.B1.4.23

Time spent per week on digital devices, by student and school characteristics

Table I.B1.4.24

Time spent per week on digital devices for learning activities, by student and school characteristics

Table I.B1.4.25

Time spent per week on digital devices for leisure, by student and school characteristics

Table I.B1.4.26

Students who do not use digital devices for learning at school, by student and school characteristics

Table I.B1.4.27

Time spent per day on digital devices for learning at school, by student and school characteristics

Table I.B1.4.28

Time spent per day on digital devices for leisure at school, by student and school characteristics

Table I.B1.4.29

Time spent per day on digital devices, by purpose, 2022 and 2025

Table I.B1.4.30

Students spending more than one hour per day on digital devices, by purpose, 2022 and 2025

Table I.B1.4.31

Time spent per week on digital devices and science performance

Table I.B1.4.32

Time spent per day on digital devices for learning at school and science performance

Table I.B1.4.33

Science performance, by amount of time spent per day on digital devices for learning activities at school

Table I.B1.4.34

Time spent per day on digital devices for leisure at school and science performance

Table I.B1.4.35

Science performance, by amount of time spent per day on digital devices for leisure at school

Table I.B1.4.36

Time spent per week on digital devices and attitudes towards learning

Table I.B1.4.37

Leisure activities on digital devices on a typical weekday

Table I.B1.4.38

Leisure activities on digital devices on a typical weekday, 2022 and 2025

Table I.B1.4.39

Students spending more than one hour on digital devices for leisure activities on a typical weekday, 2022 and 2025

Table I.B1.4.40

Leisure activities on digital devices on a typical weekend day

Table I.B1.4.41

Leisure activities on digital devices on a typical weekend day, 2022 and 2025

Table I.B1.4.42

Students spending more than one hour on digital devices for leisure activities on a typical weekend day, 2022 and 2025

Digital distraction in science lessons

Table I.B1.4.43

Student distraction from using digital resources in science lessons, by student and school characteristics

Table I.B1.4.44

Student distraction from using digital resources in science lessons, and science performance

Table I.B1.4.45

Student distraction from using digital resources in science lessons, and attitudes towards learning

Table I.B1.4.46

Student distraction from using digital resources in science lessons, by frequency of digital resource use

Table I.B1.4.47

School policies on the use of digital devices

Table I.B1.4.48

School policies on the use of digital devices, 2022 and 2025

Table I.B1.4.49

Cell phones bans and subject-specific guidelines for the use of digital devices, 2022 and 2025

Table I.B1.4.50

School policies on the use of digital devices and science performance

Table I.B1.4.51

Student distraction from using digital resources in science lessons, by school policies on digital resource use

Table I.B1.4.52

Student distraction from using digital resources in science lessons, by joint school policies on cell phone bans and subject-specific guidelines

Students’ use of artificial intelligence for schoolwork  

Table I.B1.4.53

Students' use of artificial intelligence for schoolwork

Table I.B1.4.54

Students' use of artificial intelligence for schoolwork, by student and school characteristics

Table I.B1.4.55

Students who do not use artificial intelligence for schoolwork, by student and school characteristics

Table I.B1.4.56

Students who do not use artificial intelligence to summarise assigned reading texts

Table I.B1.4.57

Students who do not use artificial intelligence to conduct preliminary research on a new topic

Table I.B1.4.58

Students who do not use artificial intelligence to draft texts for writing assignments

Table I.B1.4.59

Students who do not use artificial intelligence to help them learn

Table I.B1.4.60

Students' use of artificial intelligence for schoolwork and science performance

Table I.B1.4.61

Science performance, by frequency of using artificial intelligence for schoolwork

Table I.B1.4.62

Students' use of artificial intelligence for schoolwork and computational problem solving performance

Table I.B1.4.63

Students' use of artificial intelligence for schoolwork and attitudes towards learning

Table I.B1.4.64

Students' use of artificial intelligence for schoolwork and self-regulated help seeking

Table I.B1.4.65

Students' use of artificial intelligence for schoolwork and curiosity

Table I.B1.4.66

Students' use of artificial intelligence for schoolwork and intrinsic motivation to learn

Table I.B1.4.67

School tasks involving digital resources

Table I.B1.4.68

School tasks to assess the quality of information generated by AI, by student and school characteristics

Table I.B1.4.69

School tasks to assess the quality of information online or generated by AI, and science performance

Table I.B1.4.70

Science performance, by the frequency of school tasks assessing online and AI-generated information

Perceived shortages of education staff and materials

Table I.B1.4.71

Shortage of education staff

Table I.B1.4.72

Shortage of education staff, by school characteristics

Table I.B1.4.73

Lack of teaching staff, by school characteristics

Table I.B1.4.74

Inadequate or poorly-qualified teaching staff, by school characteristics

Table I.B1.4.75

Lack of assisting staff, by school characteristics

Table I.B1.4.76

Inadequate or poorly-qualified assisting staff, by school characteristics

Table I.B1.4.77

Shortage of education staff (index), 2018 through 2025

Table I.B1.4.78

Shortage of education staff (frequencies), 2015 through 2025

Table I.B1.4.79

Shortage of education staff and science performance

Table I.B1.4.80

Shortage of education staff and attitudes towards learning

Table I.B1.4.81

Student-teacher ratio, by school characteristics

Table I.B1.4.82

Student-teacher ratio, 2018 through 2025

Table I.B1.4.83

Shortage of educational material

Table I.B1.4.84

Shortage of educational material, by school characteristics

Table I.B1.4.85

Lack of educational material, by school characteristics

Table I.B1.4.86

Inadequate or poor-quality educational material, by school characteristics

Table I.B1.4.87

A lack of physical infrastructure, by school characteristics

Table I.B1.4.88

Inadequate or poor-quality physical infrastructure, by school characteristics

Table I.B1.4.89

Shortage of educational material (index), 2018 through 2025

Table I.B1.4.90

Shortage of educational material (frequencies), 2018 through 2025

Table I.B1.4.91

Shortage of educational material and science performance

Table I.B1.4.92

Shortage of educational material and attitudes towards learning

Learning outside of regular instruction time

Table I.B1.4.93

Time spent doing homework per day, in science and in all subjects

Table I.B1.4.94

Time spent doing homework in all subjects per day, by student and school characteristics

Table I.B1.4.95

Time spent doing homework in science per day, by student and school characteristics

Table I.B1.4.96

Time spent doing homework in all subjects per day, 2022 and 2025

Table I.B1.4.97

Time spent doing homework in science per day, 2022 and 2025

Table I.B1.4.98

Time spent doing homework per day and science performance

Table I.B1.4.99

Science performance, by amount of time spent on homework in all subjects per day

Table I.B1.4.100

Time spent doing homework in all subjects per day and attitudes towards learning

Table I.B1.4.101

Schools providing study help

Table I.B1.4.102

Schools providing study help, and science performance

Table I.B1.4.103

Schools providing study help, and attitudes towards learning

Table I.B1.4.104

Additional school science instruction

Table I.B1.4.105

Participation in at least one type of additional school science instruction, by student and school characteristics

Table I.B1.4.106

Additional school science instruction and science performance

Additional indicators on school resources

Table I.B1.4.107

Language-of-instruction class size, by school characteristics

Table I.B1.4.108

Language-of-instruction class size, 2018 through 2025

Table I.B1.4.109

Class size in science, by school characteristics

Table I.B1.4.110

Full-time and part-time teachers, 2018 through 2025

Table I.B1.4.111

Teachers’ certification and qualifications

Table I.B1.4.112

Teachers’ certification, 2015 through 2025

Relationships with teachers and families

Teacher support in science lessons

Table I.B1.4.113

Teacher support in science lessons

Table I.B1.4.114

Teacher support in science lessons, by student and school characteristics

Table I.B1.4.115

Teacher support in science lessons (index), 2015 and 2025

Table I.B1.4.116

Teacher support in science lessons (frequencies), 2015 and 2025

Table I.B1.4.117

Teacher support in science lessons and science performance

Table I.B1.4.118

Teacher support in science lessons and attitudes towards learning

Family support

Table I.B1.4.119

Socio-economic gap in higher education aspirations, by parental and peer aspirations

Table I.B1.4.120

Family support

Table I.B1.4.121

Family support, by student and school characteristics

Table I.B1.4.122

Family support (index, by student characteristics), 2022 and 2025

Table I.B1.4.123

Family support (frequencies), 2022 and 2025

Table I.B1.4.124

Family support and science performance

Table I.B1.4.125

Family support and attitudes towards learning

Table I.B1.4.126

Parents' or guardians' participation in school-related activities, 2015 to 2025

Table I.B1.4.127

School encouragement of parent or guardian involvement

Table I.B1.4.128

School encouragement of parent or guardian involvement (index), 2022 and 2025

Table I.B1.4.129

School encouragement of parent or guardian involvement (frequencies), 2022 and 2025

Table I.B1.4.130

Family support, parents' or guardians' participation in school-related activities, and school encouragement of parent or guardian involvement

Table I.B1.4.131

Intergenerational educational and occupational mobility

School climate

Disciplinary climate in science lessons

Table I.B1.4.132

Disciplinary climate in school science lessons

Table I.B1.4.133

Disciplinary climate in school science, by student and school characteristics

Table I.B1.4.134

Disciplinary climate in school science (index), 2015 and 2025

Table I.B1.4.135

Disciplinary climate in school science (frequencies), 2015 and 2025

Table I.B1.4.136

Disciplinary climate in school science and science performance

Table I.B1.4.137

Disciplinary climate in school science and attitudes towards learning

Bullying and cyberbullying

Table I.B1.4.138

Students' exposure to bullying

Table I.B1.4.139

Co-occurrence of cyberbullying and other forms of bullying

Table I.B1.4.140

Students' exposure to bullying, by student and school characteristics

Table I.B1.4.141

Exposure to cyberbullying, by student and school characteristics

Table I.B1.4.142

Students' exposure to bullying (index), 2018 through 2025

Table I.B1.4.143

Students' exposure to bullying (frequencies), 2015 through 2025

Table I.B1.4.144

Students' exposure to bullying and science performance

Table I.B1.4.145

Students' exposure to bullying and the school learning environment

Table I.B1.4.146

Students' exposure to bullying and the school learning environment, at the school level

Table I.B1.4.147

Students' exposure to bullying and attitudes towards learning

Table I.B1.4.148

Cyberbullying and time spent using digital devices

Table I.B1.4.149

Feeling safe at school

Table I.B1.4.150

Feeling safe at school, by student and school characteristics

Table I.B1.4.151

Feeling safe at school, 2022 and 2025

Table I.B1.4.152

Feeling safe at school and science performance

Table I.B1.4.153

Feeling safe at school and attitudes towards learning

Table I.B1.4.154

Negative school climate

Table I.B1.4.155

Negative school climate, by school characteristics

Table I.B1.4.156

Negative school climate (index), 2022 and 2025

Table I.B1.4.157

Negative school climate (frequencies), 2022 and 2025

Student truancy and lateness

Table I.B1.4.158

Student truancy

Table I.B1.4.159

Student lateness

Table I.B1.4.160

Student truancy, by student and school characteristics

Table I.B1.4.161

Student truancy and lateness, 2018 through 2025

Table I.B1.4.162

Student truancy and lateness, and science performance

Table I.B1.4.163

Extent of student truancy and lateness, and science performance

Table I.B1.4.164

Student truancy and attitudes towards learning

Education systems

Table I.B1.4.165

Grade repetition

Table I.B1.4.166

Grade repetition, by student and school characteristics

Table I.B1.4.167

Grade repetition, 2012 through 2025

Table I.B1.4.168

Grade repetition and science performance

Table I.B1.4.169

Programme orientation, by education level

Table I.B1.4.170

Ability grouping

Table I.B1.4.171

Science class ability grouping

Table I.B1.4.172

School type

Table I.B1.4.173

School type, 2018 through 2025

Table I.B1.4.174

School competition for students

Table I.B1.4.175

School competition for students, by school characteristics

Table I.B1.4.176

Student assessment practices at school

Table I.B1.4.177

External school evaluation

Table I.B1.4.178

External evaluation practices, 2022 and 2025

Table I.B1.4.179

Quality assurance and improvement actions at school

Table I.B1.4.180

Use of data from social and emotional skills assessments

Table I.B1.4.181

School responsibility for resources

Table I.B1.4.182

School responsibility for resources, 2022 and 2025

Table I.B1.4.183

School responsibility for curriculum

Table I.B1.4.184

School responsibility for curriculum, 2022 and 2025

Table I.B1.4.185

School responsibility for curriculum and for resources, 2022 and 2025

System-level correlations

Table I.B1.4.186

System-level correlations between school policies for using digital devices and use of digital devices at school

Table I.B1.4.187

System-level correlations among school resources, student performance, and attitudes towards learning

Table I.B1.4.188

System-level correlations among the school climate and family and teachers relationship indicators, student performance, and attitudes towards learning

Table I.B1.4.189

System-level correlations among changes over time in school resources, relationships with teachers and families, school climate, student performance and attitudes towards learning

Table I.B1.5.1

Mean score and variation in student performance in environmental science (science subscale)

Table I.B1.5.2

Percentage of students at each proficiency level in environmental science (science subscale)

Table I.B1.5.3

Mean score and variation in environmental science (science subscale), by gender

Table I.B1.5.4

Performance in environmental science (science subscale), by student and school characteristics

Table I.B1.5.5

Performance in environmental science (science subscale), by international deciles of socio-economic status

Table I.B1.5.6

Students' environmental awareness

Table I.B1.5.7

Students' environmental awareness, by student and school characteristics

Table I.B1.5.8

Students' environmental awareness and performance in environmental science (science subscale)

Table I.B1.5.9

Students' environmental awareness, 2006 through 2025

Table I.B1.5.10

Students' environmental awareness and opportunity for environmental learning in class

Table I.B1.5.11

Students' beliefs in their capacity to generate environmental change

Table I.B1.5.12

Students' beliefs in their capacity to generate environmental change, by student and school characteristics

Table I.B1.5.13

Students' beliefs in their capacity to generate environmental change and performance in the science subscale environmental science

Table I.B1.5.14

Students' beliefs in their capacity to generate environmental change and students' environmental awareness

Table I.B1.5.15

Students' beliefs in their capacity to generate environmental change and opportunity for environmental learning in class

Table I.B1.5.16

Students' proficiency in environmental science and care for the environment

Table I.B1.5.17

Students' care for the environment and environmental commitment

Table I.B1.5.18

Student beliefs in collective environmental efficacy

Table I.B1.5.19

Student beliefs in collective environmental efficacy, by student and school characteristics

Table I.B1.5.20

Student beliefs in collective environmental efficacy and performance in environmental science (science subscale)

Table I.B1.5.21

Student beliefs in collective environmental efficacy and in their capacity to generate environmental change

Table I.B1.5.22

Student beliefs in collective environmental efficacy and students' environmental awareness

Table I.B1.5.23

Student beliefs in collective environmental efficacy and environmental learning in class

Table I.B1.5.24

Students' participation in environment-related activities

Table I.B1.5.25

Students' participation in environment-related activities, by student and school characteristics

Table I.B1.5.26

Students' participation in environment-related activities and performance in environmental science (science subscale)

Table I.B1.5.27

Students' participation in environment-related activities and students' beliefs in their capacity to generate environmental change

Table I.B1.5.28

Students' participation in environment-related activities and students' environmental awareness

Table I.B1.5.29

Students' participation in environment-related activities and students' beliefs in collective environmental efficacy

Table I.B1.5.30

Students' participation in environment-related activities and opportunities for environmental learning in class

Table I.B1.5.31

Students' participation in environment-related activities and environment-related career expectations

Table I.B1.5.32

Students who report not participating in environment-related activities, by student and school characteristics

Table I.B1.5.33

Students who report participating in at least one environment-related activity, by student and school characteristics

Table I.B1.5.34

Various environmental indicators, by students who reported participating in at least one environment-related activity or not

Table I.B1.5.35

Reasons not to participate in environment-related activities

Table I.B1.5.36

Reason for not participating in environment‑related activities: “I did not know how”, by student and school characteristics

Table I.B1.5.37

Reason for not participating in environment‑related activities: “No one I knew was participating in activities to benefit the environment”, by student and school characteristics

Table I.B1.5.38

Reason for not participating in environment‑related activities: “I did not believe my actions will make a difference”, by student and school characteristics

Table I.B1.5.39

Reason for not participating in environment‑related activities: “Someone else will take care of the problem”, by student and school characteristics

Table I.B1.5.40

Reasons not to participate in environment-related activities and performance in environmental science (science subscale)

Table I.B1.5.41

Environment-related career expectations

Table I.B1.5.42

Environment-related career expectations, by student and school characteristics

Table I.B1.5.43

Environment-related career expectations and student performance in environmental science (science subscale) and other PISA domains

Table I.B1.5.44

Environment-related career expectations and students' beliefs in their capacity to generate environmental change

Table I.B1.5.45

Environment-related career expectations and environmental awareness

Table I.B1.5.46

Environment-related career expectations and students' beliefs in collective environmental efficacy

Table I.B1.5.47

Students who care for the environment with and without environmental commitment, by student characteristics

Table I.B1.5.48

Performance in environmental science (science subscale), by students who care for the environment with and without environmental commitment

Table I.B1.5.49

Students' opportunities for environmental learning in class, by students who care for the environment with and without environmental commitment

Table I.B1.5.50

Students' opportunities for environmental learning in class, "My teacher takes us on field trips to investigate environmental issues", by students who care for the environment with and without environmental commitment

Table I.B1.5.51

Students' opportunities for environmental learning in class , "My class discusses solutions to environmental issues", by students who care for the environment with and without environmental commitment

Table I.B1.5.52

Students' opportunities for environmental learning in class, "My teacher provides opportunities to research environmental issues", by students who care for the environment with and without environmental commitment

Table I.B1.5.53

Students' opportunities for environmental learning in class, "I am assessed on my environmental knowledge", by students who care for the environment with and without environmental commitment

Table I.B1.5.54

Opportunities for environmental learning in class

Table I.B1.5.55

Opportunities for environmental learning in class, by student and school characteristics

Table I.B1.5.56

Opportunities for environmental learning in class and performance in environmental science (science subscale)

Table I.B1.5.57

Exposure to opportunities for environmental learning in class and environmental attitudes

Table I.B1.5.58

Exposure to opportunities for environmental learning in class and students’ short- and long-term environmental commitment

Table I.B1.5.59

Opportunities for environment-related activities at school

Table I.B1.5.60

Opportunities for environment-related activities at school, by school characteristics

Table I.B1.5.61

Opportunities for environment-related activities at school and performance in the science subscale environmental science

Table I.B1.5.62

Opportunities for environment-related activities at school and students' participation in environment-related activities