Holistic Student Learning

Learning is a dynamic process shaped by cognitive, emotional, social, and physical dimensions, all of which interact continuously with the surrounding learning environment and context. PISA 2025 provides multiple indicators of these multidimensional aspects of student learning.

Please note: Estimates for the following countries/economies should be interpreted with caution, as one or more PISA sampling standards were not met: Albania, Canada, the Netherlands, New Zealand, Norway and the United States.

Competent learners can apply their knowledge and skills effectively in real-world contexts and remain motivated to learn throughout life. They are characterised by two key dimensions: proficiency and engagement.

Analysis of proficiency indicators across science, reading, mathematics and computational problem solving reveal a group of education systems that consistently perform at the highest levels across domains.

To capture the levels of engagement among students, PISA 2025 provides indicators on student motivation (curiosity and perseverance), agency (goal setting and help seeking) and learning-related attitudes (growth mindset, beliefs about the nature of science and cognitive adaptability). Results for students’ self-reported engagement indicators are more varied than proficiency results, with different education systems leading across different measures.

Student proficiency and engagement develop within learning environments that are safe and fair. Key aspects of these environments include students’ sense of belonging at school and their perceptions of the value of education. They also include conditions that support learning, such as a positive disciplinary climate, low levels of bullying, and limited truancy. Fairness is reflected in the extent to which students’ socio-economic status does not determine their educational opportunities and outcomes, as measured by indicators such as academic resilience and students’ perceptions of social mobility.

Student proficiency and engagement develop within supportive learning environments. This dimension includes two groups of indicators. The first group focuses on family support, teacher support, the absence of teacher shortages, and peer-to-peer tutoring, all of which are associated with positive student outcomes. The second group relates to digitalisation and includes indicators of school preparedness for digital learning, school-level digital policies such as mobile phone bans and subject-specific guidelines for the use of digital devices, and AI-related learning opportunities. These indicators capture schools’ capacity to use digital resources effectively, reduce classroom distractions, and provide students with opportunities to critically engage with AI-generated information.