In the Programme for International Student Assessment (PISA), held between May 10–30, 2025, a total of 6,632 students aged 15 from 213 schools participated. The PISA 2025 results show that the average performance of Kosovo’s students in science – 357 points, and reading – 340 points, remained approximately at the level of 2022 (357 points and 342 points respectively), while in mathematics – 350 points, the average performance is 5 points lower compared to 2022. The highest score was recorded in computer problem-solving, with a total of 359 points. Results in all four key performance indicators are below the average of OECD member countries.

In this edition of PISA, girls achieved higher results than boys in all three assessed domains. In science, girls scored 366 points compared to boys with 347 points, a difference of 19 points. In reading, girls achieved 358 points compared to 322 points for boys, marking a difference of 36 points. In mathematics, results are nearly equal, with 351 points for girls and 350 points for boys, only a 1-point difference.

Preliminary analysis of PISA 2025 findings suggests that methodological and pedagogical interventions should focus on improving the quality of learning and ensuring progress for all students. Special priority should be given to developing applied skills in mathematics, science, and reading, particularly critical thinking, information interpretation, problem-solving, and applying knowledge in real-life situations.

One area with significant potential for improvement is increasing the number of students who reach basic proficiency levels. In 2025, about 21% of students in Kosovo reached at least Level 2 in science, 15% in mathematics, and about 16% in reading. At the same time, the number of students achieving the highest performance levels remains very small. This highlights the need for a dual approach: greater support for low-performing students and special programs to develop the potential of high-performing students.

School attendance also requires attention. About 54% of students reported missing at least one day during the two weeks prior to the test, while 56% reported missing at least one class. These data indicate the need for better monitoring mechanisms and more structured cooperation between schools, parents, and students.

Based on the findings, the PISA 2025 report recommends:

• Strengthening basic learning in mathematics, science, and reading, with a special focus on students who do not reach Level 2 proficiency.
• Developing teaching based on problem-solving, real-life situations, critical thinking, and practical application of knowledge.
• Creating programs for high-performing students to identify and develop talent in science, mathematics, and reading.
• Using academic resilience as a positive practice, identifying schools, teachers, and methods that help disadvantaged students achieve high results.
• Strengthening professional development of teachers, especially in competency-oriented pedagogy, formative assessment, differentiated instruction, and classroom management.
• Developing policies for effective use of technology and Artificial Intelligence, moving from purely instrumental use to applying them for research, analysis, verification, and independent knowledge creation.
• Strengthening school–family cooperation, particularly to support students, attendance, and the creation of sustainable learning habits.
• Improving the learning climate and positive discipline, creating calmer, more inclusive classrooms focused on the learning process.
• Monitoring student attendance and taking early measures for students with frequent absences.

The Ministry of Education and Science will analyze all findings, results, and data from PISA 2025. The report will serve as a central reference for systematic, methodological, and pedagogical interventions and improvements, which will be reflected in the new Education Strategy.

The complete PISA 2025 report: https://www.oecd.org/content/dam/oecd/en/publications/reports/2026/09/pisa-2025-results-volume-i_5265bfb1/73451bc5-en.pdf