The results of the Programme for International Student Assessment (PISA) show a decline in student performance in reading, math, and science in OECD countries. This downward trend was observed broadly worldwide, with digitalization identified as a factor that may be contributing to this decrease in student competencies.
The classic divide between advantaged and disadvantaged students, which traditionally separated academic outcomes, appears to be blurring in this new context. This change suggests that the negative impact on learning may be affecting students from different socioeconomic backgrounds more uniformly.
At the European Union level, member countries show varying results, raising questions about how each member state positions itself in relation to this global trend of decline. The comparison among EU countries reveals significant differences in student performance, although the text does not detail the specific results for each country.
