This volume of PISA examines the readiness of students to engage with learning strategies, to be motivated to learn and to be confident in their abilities and in their capacity to improve their skills and knowledge. Countries like Korea have reduced mathematics anxiety, Portugal excels in critical thinking, and more low-performing students in Costa Rica and the United States can effectively assess online information. However, many students across PISA countries and economies still face issues with motivation, anxiety, and confidence in their self-directed learning skills. Socio-economic disparities persist, affecting both learning strategies and self-confidence. These findings emphasise the need for targeted interventions to foster motivation and lifelong learning skills for all students, particularly among disadvantaged and low-performing students. 

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• Assess student needs and provide adapted pathways for everyone  

Encouraging the development of learning strategies, motivation, and self-belief is essential for students to thrive in lifelong learning. Governments and schools should provide tailored support early on to build confidence, enabling students to develop resilience and adaptability, which are crucial for academic success and personal well-being. 

• Enhance equity in learning with tailored support 

Addressing gender disparities in learning, particularly in mathematics, should be a priority. Girls consistently outperform boys in self-monitoring strategies, but they also exhibit higher levels of anxiety. Policies aimed at reducing gender-based stereotypes and supporting confidence in both genders are essential for creating equitable educational outcomes. 

• Foster digital literacy for assessing online information 

With the increasing prevalence of online learning, it is crucial to enhance students’ ability to assess the credibility of digital information. Education systems should focus on equipping students with critical digital literacy skills to help them discern the quality of information and promote responsible online behaviour. 

• Enhance teacher support for student autonomy in learning 

Teacher support is closely linked to students' proactive learning and motivation. Policies should emphasise professional development that enhances teachers’ abilities to foster student autonomy, critical thinking, and engagement. Strong teacher-student relationships also contribute to reducing student anxiety and improving academic outcomes. 

• Improve equity through socio-economically targeted support in learning strategies 

Socio-economically disadvantaged students are less likely to employ effective learning strategies. Policies should aim to reduce this gap by providing additional resources, such as tutoring programmes and parental engagement workshops, to support students from disadvantaged backgrounds and ensure equal opportunities for success in education. 

Disclaimer about data quality: An asterisk (*) by the name of a country or economy means that caution is required when interpreting estimates because one or more PISA sampling standards were not met (see PISA Reader’s Guide for more information).

• Low performers are students scoring below Level 2 in mathematics 
• Level 3 refers to skilled performers.