Spanish students report levels of perseverance in learning that are above the OECD average, according to the PISA 2025 report

Spanish students report a level of perseverance in learning (0.26) that is higher than the average for OECD countries (0) and the European Union as a whole (-0.04). This is evident from the report Programme for International Student Assessment PISA 2025, produced by the OECD using data from 90 countries: 38 OECD member countries and 52 partner countries.

The study, which has been published and was presented to the press in Madrid by the Secretary of State for Education, Abelardo de la Rosa, and OECD senior analyst and PISA study coordinator Tue Halgreen, evaluates the scientific literacy of 15- and 16-year-old students as the primary subject in this edition, with reading and mathematical literacy as secondary areas.

As shown in the ninth edition of PISA 2025, Spain stands out because both girls and boys score positively on the perseverance index - a circumstance observed in only a limited number of European countries. Perseverance is defined as students' ability to maintain their effort and engagement with learning when faced with difficulties, frustration or uncertainty.

Furthermore, according to the report, students in Spain show a higher level of curiosity about learning science (0.12) than the OECD average (0) and the EU average (0). A breakdown by gender reveals a widespread pattern, both in Spain and across all participating countries, favouring girls.

Results in science, reading and maths

In the science assessment, PISA 2025 shows that Spain's average score (477) is significantly lower than the OECD average (482), although it shows no significant difference compared to the EU total (481). The period 2022-2025 has been characterised by an increase in the percentage of students at low performance levels and a decrease in those at high levels, both in Spain and across the OECD average. In absolute terms, this decline in performance has been more pronounced in Spain.

As regards reading performance, Spain (451) lies significantly below the OECD average (461) and the EU average (459).

As for mathematics proficiency, Spain's performance (457) is significantly below the OECD average (463) and the EU total (463).

In this 2025 edition, 956 Spanish schools and nearly 30,000 students took part, providing a broad and representative sample of the total population of 15- to 16-year-old pupils across all regional governments and cities. The majority of students (77%) were in the fourth year of Compulsory Secondary Education.

Equity and performance in PISA 2025

When measuring the average performance gap between socio-economically advantaged and disadvantaged students, the results show that the gap in Spain is smaller than the OECD average and the EU total; this places Spain and its autonomous communities in a relatively favourable position regarding educational equity.

Performance and gender in science

Generally speaking, the pattern observed in Spain and in most of the participating countries is characterised by the absence of a clear trend regarding gender differences in science, a distinct advantage for female pupils in reading, and an advantage for male pupils in mathematics.

An analysis of the trends in performance by gender shows that, in Spain, performance in science is falling amongst both girls and boys, although the decline is greater amongst the latter. Following an initial decline and a period of relative stability, both groups have fallen again in the latest cycle, narrowing the gender gap (477).

Sense of belonging

Spain has an overall sense of belonging index that is significantly higher (0.46) than both the OECD average (0.09) and the EU average (0.12). Spanish students are among those who report the strongest sense of integration and connection with their school. This greater sense of belonging in Spain holds true across both genders and socio-economic groups, compared with the OECD average and the EU as a whole.

Non official translation