Education

An important construct to be measured in the Programme for International Student Assessment (PISA) 2025 is the degree to which 15-year-olds are knowledgeable of, concerned about, and able to act on environmental issues as a result of their science...

Co-constructing a long-term sustainable vision on the future of teaching is a policy priority for many countries as society rapidly changes. There is a need to create space in the teacher debate to look forward for inspiration and to learn from...

Digitalisation places new demands on the early childhood education and care (ECEC) workforce to navigate the care and well-being of children in the digital age. This literature review examines frameworks for digital competencies (DC) in education,...

This review examines the current literature on the use of digital technologies to support young children with special needs in early childhood education and care (ECEC). It identifies four key areas of focus, which relate to understanding and...

Developed as one of the resources within the context of the OECD Centre for Educational Research and Innovation (CERI) project entitled “Fostering and assessing creativity and critical thinking skills in higher education”, this paper reviews existing...

Climate change and natural disasters, the COVID-19 pandemic, and geopolitical shocks have increasingly disrupted school education around the world in recent years. Whether leading to school closures, school destructions or repeated interruptions in...

This report aims to showcase the value of implementing a Bayesian framework to analyse and report results from international large-scale surveys and provide guidance to users who want to analyse the data using this approach. The motivation for this...

The international instruments of the Teaching and Learning International Survey (TALIS) require national adaptations and translation before data collection processes begin. This paper provides an assessment of the processes used in TALIS 2018, based...

Many factors influence students’ experiences in upper secondary education and beyond, including upper secondary curricula, programme design and support for students. But a good transition from earlier levels of education is the first, essential step...

How is upper secondary education organised across OECD countries? This level of education, which most frequently serves students aged between 15 to 18, is generally the first time when learners have significant capacity to shape the content of their...

Artificial Intelligence (AI) scoring for constructed-response items, using recent advancements in multilingual, deep learning techniques utilising models pre-trained with a massive multilingual text corpus, is examined using international large-scale...

The digital transition in educational testing has introduced many new opportunities for technology to enhance large-scale assessments. These include the potential to collect and use log data on test-taker response processes routinely, and on a large...

Despite the widespread effort to increase and improve the use of evidence in policy making and practice, practical efforts to enhance research-policy-practice engagement in the education sector often fall short of their ambition. Little is known...

The Strength through Diversity Policy Survey collected information from 34 education systems on their policies and practices for equity/inclusion. The Survey revealed a great variation among the definitions of equity/inclusion, as well as among the...

OECD education systems place a premium on high-quality teaching and look to strengthen the attractiveness of the teaching profession in the mid- to long-term. This paper considers if, when and under what circumstances new or ameliorated...

OECD Programme for International Student Assessment (PISA) scaling methodologies are reviewed from the mathematical perspective. In particular, the paper aims to elucidate the model structures and the model assumptions of item response theory used in...

Fully online and hybrid study programmes have emerged at a rapid rate across higher education. However, the negative experience of some students, instructors and institutions with emergency remote instruction during the COVID 19 pandemic has led to...

Developed as one of the resources within the context of the OECD /Centre for Educational Research and Innovation (CERI)ERI project entitled “Fostering and assessing students' creative and critical thinking skills in higher education”, this paper...

Student engagement is of central importance in a low-stakes assessment such as OECD Programme for International Student Assessment (PISA). In the theoretical section, this report provides an overview of the literature on the topic and identifies...

Indigenous peoples have rightful aspirations for their languages and cultures, supported under international conventions, jurisdictional treaties, laws, policies and enquiry recommendations. Additionally, the inclusion of Indigenous languages in...

The OECD's PISA (Programme for International Student Assessment) is expanding on new educational systems from cycle to cycle. Most of the new participants differ significantly and negatively from the core participants in the level of educational...

Education systems are facing challenges in relation to attracting and retaining excellent teachers. Strengthening teacher professionalism by deriving insights from other sectors is a promising approach in confronting these issues. This paper maps the...

The digital environment offers opportunities that can enrich children’s physical and mental well-being. Yet, false and misleading digital content, including disinformation and misinformation, is a risk. It can deepen political polarisation, erode...

Computer programming and associated Computational Thinking (CT) skills are essential to thriving in today’s academic and professional world. There has been a growing focus globally on fostering CT skills as well as on introducing computer programming...

Students who identify as lesbian, gay, bisexual, transgender, queer, intersex or somewhere else on the gender/sexuality spectrum (LGBTQI+) are among the diverse student groups in need of extra support and protection in order to succeed in education...

The appeal of non-probabilistic surveys has been on the rise given the costs and decreasing response rates associated with probabilistic surveys. Yet the non-random selection of respondents into non-probabilistic surveys leads to inaccurate estimates...

In spite of advances in recognising that girls and boys, and women and men, do not have to be bounded by traditional roles, gender stereotypes persist in education and beyond. Children and youth are affected by gender stereotypes from the early ages,...

Cyberbullying is a high priority policy challenge in many OECD countries. In recent years, the literature base on cyberbullying has rapidly expanded, shedding insights into the prevalence of the issue, highlighting which characteristics make children...

Self-report data such as those regularly administered with questionnaires in the OECD’s educational large-scale assessments are subject to response biases such as acquiescence, i.e., the tendency to agree with questionnaire items regardless their...

The OECD Future of Education and Skills 2030 (E2030) project’s overall goal is that of looking to the future in terms of how school curricula should evolve given the technological advances and other changes that societies are now facing. Towards that...