PISA 2025: Overview and Key Results

• The Programme for International Student Assessment (PISA) is conducted every three years under the auspices of the Organisation for Economic Co-operation and Development (OECD) and assesses the performance of 15-year-old students. The programme evaluates the extent to which students have acquired the knowledge and skills essential in Science, Mathematics, and Reading. Beyond measuring students' ability to recall information, PISA assesses their capacity for analysis, critical thinking, and the application of knowledge and skills in a variety of real-life contexts.
• The 2025 cycle placed a particular emphasis on Science, with a focus on developing scientific thinking skills, critically evaluating evidence and information, applying scientific knowledge in decision-making, and strengthening students’ capacity to address environmental challenges.
• The PISA sample in Sharjah private schools comprised approximately 5,843 students from 106 schools, representing eight different curricula delivered in either Arabic or English. This reflects a 44% increase compared with the 2022 cycle, which included 4,052 students from 95 schools.
• The results indicate that private schools in the Emirate of Sharjah have significantly strengthened their international standing in PISA 2025 compared with PISA 2022.

Progress Achieved in the Results

• Mathematics recorded the most substantial improvement. The average Mathematics score increased by 35 points, reaching 481 points in 2025. This improvement elevated Sharjah's global ranking from 40th place in 2022 to 14th place in 2025, among 91 participating countries and education systems, representing a gain of 26 positions. In addition, 66 schools surpassed the OECD average in Mathematics.
• Sharjah also demonstrated notable progress in Science, with the average score increasing by 36 points, reaching 487 points. Its global ranking improved from 37th in 2022 to 23rd in 2025 among 91 participating countries and education systems, representing an improvement of 14 positions. Furthermore, 50 schools surpassed the OECD average in Science. These gains are aligned with the broader upward trajectory in the quality of education across Sharjah’s private education sector in recent years.
• In Reading, Sharjah private schools achieved an increase of 13 points, reaching 448 points. This resulted in a global ranking of 33rd in 2025, compared with 43rd in 2022, reflecting an improvement of 10 positions among 91 participating countries and education systems.
• A total of 37 schools exceeded the OECD average in Reading.

 

Domain	Global Ranking 2022	Global Ranking 2025	Improvement
Science	37	23	▲ 14
Mathematics	40	14	▲ 26
Reading	43	33	▲ 10

 

Comparison Between PISA 2022 and PISA 2025

Sharjah achieved significant improvements across all three assessed domains in PISA 2025, with average scores rising to 487 in Science, 481 in Mathematics, and 448 in Reading.

Domain	Average Score 2022	Average Score 2025	Improvement
Science	451	487	▲ 36
Mathematics	446	481	▲ 35
Reading	435	448	▲ 13

 

SPEA Objectives or Key Achievements Through Initiatives
(Science Leaders+ Change Leadership+ Artificial Intelligence and Other Key Initiatives)

The Science Leaders Initiative was launched as a comprehensive framework for educational improvement in partnership with experts from Singapore. The initiative included the development of an AI-powered learning platform for Mathematics and Science, serving 19,000 students. In addition, more than 2,000 teachers and 500 school leaders received specialized training, and a range of strategic actions were implemented, including the following:

• Establishing a partnership with a team of experts from Singapore to benefit from internationally recognized educational expertise and best practices.
• Developing an AI-powered educational platform in both Arabic and English for Mathematics and Science, aimed at enhancing students' skills and providing training opportunities for at least 19,000 students.
• Training more than 2,000 teachers in the latest internationally recognized strategies for teaching Mathematics and Science.
• Training more than 500 school leaders in Change Leadership programmes and enhancing their capacity to lead development and continuous improvement efforts.
• Developing school-level improvement plans focused on enhancing student competencies and improving learning outcomes.
• Establishing a professional learning community through a specialized committee comprising school representatives to promote the exchange of expertise and effective practices.
• Introducing the role of Change Leader in every school to support the implementation of improvement initiatives and monitor their impact.
• Implementing a data-driven operating model based on self-evaluation and agile planning to support priority-setting and informed decision-making.
• Adopting an impact-driven approach by measuring outcomes and evaluating the extent to which initiatives have influenced student performance and educational practices.