Education systems across OECD countries are navigating a period of profound change. Governments are increasingly seeking to understand how best to strengthen learning environments, support student achievement and well-being and ensure that schools are equipped to respond to societal and technological developments. The OECD contributes to these efforts by providing comparative evidence, analytical tools and opportunities for policy dialogue that help countries assess their progress and identify areas for improvement.
At the invitation of the Swedish government, the OECD conducted a diagnostic review of school education in Sweden, with a particular focus on digital education and school disciplinary climate and safety, drawing on an in-depth analysis of PISA 2022 data. The objective was to provide an international perspective on how Sweden can continue to strengthen the effectiveness, equity and quality of its school system. This work forms part of the OECD’s Reviews of National Policies for Education, carried out by the Directorate for Education and Skills.
The review was concentrated on two thematic areas: digital education and school disciplinary climate and safety. It also includes a final chapter presenting policy considerations emerging from the analysis. This work complements ongoing research and analytical efforts undertaken by Swedish authorities in these areas, including recent studies by the Swedish National Agency for Education (Skolverket). The OECD analysis drew on detailed evidence from PISA 2022, extensive desk-based research and a background questionnaire prepared by the Swedish authorities. These elements were complemented by insights gathered through online stakeholder interviews with actors from across Sweden’s decentralised education system.
The analysis highlights many strengths of the Swedish school system. Sweden has a long-standing commitment to equity, a well-developed infrastructure for digital learning and a high level of stakeholder engagement in education policy processes. At the same time, the review identifies challenges that merit continued attention. These include disparities in learning experiences and outcomes across municipalities and schools, concerns about student well-being, and persistent issues related to disciplinary climate and classroom order. The report also identifies opportunities to improve the coherence of recent policy developments and to strengthen support for effective implementation.
This diagnostic review does not offer a comprehensive evaluation of Sweden’s education system, nor does it prescribe a specific reform agenda. Instead, it provides an evidence-informed reflection on how students experience their learning environments, how these experiences are associated with outcomes in PISA 2022, and how ongoing policy initiatives relate to these patterns. Its purpose is to support Swedish authorities and education stakeholders in their efforts to ensure that all students benefit from learning environments that are safe, inclusive, equitable and conducive to high levels of achievement. The report also aims to contribute to international learning on education system reform.
The OECD is grateful to the Swedish Ministry of Education and Research, the Swedish National Agency for Education and all individuals and organisations who contributed to this review. Their collaboration and openness in sharing information and perspectives were essential to this work. It is our hope that the analysis presented here will serve as a constructive input to national discussions on how best to strengthen learning and well-being for all students in Sweden.