Naples, 8 September (LaPresse) – Italian pupils’ results remain strong: in line with the OECD average in science and mathematics, and above the international average in reading. This is according to the OECD PISA (Programme for International Student Assessment) 2025 National Report, the largest international comparative study in the field of education, which involved around 9,000 Italian students in 285 schools, representing over 500,000 15-year-olds across the country. In science, the main focus of the 2025 edition, Italian pupils achieved results in line with the OECD average, and the national figure remains essentially stable both compared with 2022 and over the longer term, in contrast to the decline observed on average at international level. In reading, however, Italy recorded a result above the OECD average, with more than three out of four pupils achieving at least the basic proficiency level. In this area too, results remain stable compared with 2022. In mathematics, the average Italian score is in line with the OECD average, with no significant changes compared with 2022, although the longer-term comparison suggests a need to improve the mathematical skills of 15-year-olds. PISA 2025 has also expanded the assessment to include new skills. Italian students achieve results in line with the OECD average in environmental sciences, demonstrating a good understanding of environmental issues and the potential to contribute personally to change. Results are more critical, however, in computational problem-solving, where students in Italian schools perform below the international average. The report also highlights persistent differences in learning opportunities between regions of the country and, above all, between different educational pathways. Family background also continues to influence results: there is a difference of around 80 points between students from the most advantaged and the most disadvantaged socio-economic backgrounds across the three main areas assessed, though this is still lower than the average gap across OECD countries. Among disadvantaged students, however, around 12 per cent achieve high results, compared with 10 per cent of the OECD average.
Schools: PISA Report – Italian pupils score above the OECD average in reading
Naples, 8 September (LaPresse) – Italian pupils’ results remain strong: in line with the OECD average in science and mathematics, and above the international average in reading. This is according to the OECD PISA (Programme for International Student Assessment) 2025 National Report, the largest international comparative study in the field of education, which involved around 9,000 Italian students in 285 schools, representing over 500,000 15-year-olds across the country. In science, the main focus of the 2025 edition, Italian pupils achieved results in line with the OECD average, and the national figure remains essentially stable both compared with 2022 and over the longer term, in contrast to the decline observed on average at international level. In reading, however, Italy recorded a result above the OECD average, with more than three out of four pupils achieving at least the basic proficiency level. In this area too, results remain stable compared with 2022. In mathematics, the average Italian score is in line with the OECD average, with no significant changes compared with 2022, although the longer-term comparison suggests a need to improve the mathematical skills of 15-year-olds. PISA 2025 has also expanded the assessment to include new skills. Italian students achieve results in line with the OECD average in environmental sciences, demonstrating a good understanding of environmental issues and the potential to contribute personally to change. Results are more critical, however, in computational problem-solving, where students in Italian schools perform below the international average. The report also highlights persistent differences in learning opportunities between regions of the country and, above all, between different educational pathways. Family background also continues to influence results: there is a difference of around 80 points between students from the most advantaged and the most disadvantaged socio-economic backgrounds across the three main areas assessed, though this is still lower than the average gap across OECD countries. Among disadvantaged students, however, around 12 per cent achieve high results, compared with 10 per cent of the OECD average.