PISA 2022 Results (Volume V)

Volume V PISA 2022 Results(Volume V) LEARNING STRATEGIES AND ATTITUDES FOR LIFE This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed andarguments employed herein do not necessarily reflect the official views of the Member countries of the OECD. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty overany territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use ofsuch data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements inthe West Bank under the terms of international law. Note by the Republic of Türkiye The information in this document with reference to “Cyprus” relates to the southern part of the Island. There is no singleauthority representing both Turkish and Greek Cypriot people on the Island. Türkiye recognises the Turkish Republic ofNorthern Cyprus (TRNC). Until a lasting and equitable solution is found within the context of the United Nations, Türkiyeshall preserve its position concerning the “Cyprus issue”. Note by all the European Union Member States of the OECD and the European UnionThe Republic of Cyprus is recognised by all members of the United Nations with the exception of Türkiye. Theinformation in this document relates to the area under the effective control of the Government of the Republic of Cyprus. Kosovo*: This designation is without prejudice to positions on status, and is in line with United Nations Security CouncilResolution 1244/99 and the Advisory Opinion of the International Court of Justice on Kosovo’s declaration ofindependence. OECD (2024),PISA 2022 Results (Volume V): Learning Strategies and Attitudes for Life, PISA, OECD Publishing, Paris,https://doi.org/10.1787/c2e44201-en. ISBN 978-92-64-66596-5 (print)ISBN 978-92-64-93239-5 (PDF)ISBN 978-92-64-51489-8 (HTML)ISBN 978-92-64-59451-7 (epub) PISAISSN 1990-8539 (print)ISSN 1996-3777 (online) Photo credits:Cover © SeventyFour/Shutterstock.com. Corrigenda to OECD publications may be found at: https://www.oecd.org/en/publications/support/corrigenda.html.© OECD 2024 Attribution 4.0 International (CC BY 4.0) This work is made available under the Creative Commons Attribution 4.0 International licence. By using this work, you accept to be bound by the terms of this licence(https://creativecommons.org/licenses/by/4.0/).Attribution– you must cite the work.Translations– you must cite the original work, identify changes to the original and add the following text:In the event of any discrepancy between the original work and thetranslation, only the text of original work should be considered valid.Adaptations– you must cite the original work and add the following text:This is an adaptation of an original work by the OECD. The opinions expressed and arguments employed inthis adaptation should not be reported as representing the official views of the OECD or of its Member countries.Third-party material– the licence does not apply to third-party material in the work. If using such material, you are responsible for obtaining permission from the third party and forany claims of infringement.You must not use the OECD logo, visual identity or cover image without express permission or suggest the OECD endorses your use of the work.Any dispute arising under this licence shall be settled by arbitration in accordance with the Permanent Court of Arbitration (PCA) Arbitration Rules 2012. The seat of arbitration shallbe Paris (France). The number of arbitrators shall be one. Preface In2022, as countries were still dealing with the lingering impacts of the COVID-19 pandemic, nearly 700 000 studentsfrom 81 OECD Member and partner economies, representing 29 million across the world, took the Programme forInternational Student Assessment (PISA) test. It makes 2022 PISA the first large-scale study to collect data on student performance, well-being, and equity ineducation before and after the COVID-19 disruptions. The report finds that,in spite of the challenging circumstances,24 countries and economies managed to maintain their performance at the same level as PISA 2018. Among these,Singapore, Japan, Korea, Switzerland, and Australia* maintained or further raised already high levels of studentperformance, with scores ranging from 487 to 575 points (OECD average 472). These systems showed commonfeatures including shorter school closures, fewer obstacles to remote learning, and continuing teachers’ and parentalsupport. Theseoffer insights and indications of broader best practices to address future crises. Many countries also made significant progress towards universal secondary education, key to enabling equality ofopportunity and full participation in the economy. Among them, Cambodia,