The OECD’s latest PISA results assess not just academic performance but also the ability of students to learn continuously, adapt to new circumstances, and apply knowledge in diverse and often unpredictable contexts. Education systems are facing an unprecedented challenge: preparing students to thrive in the face of profound environmental, social, and economic uncertainties.
The good news is that all countries and economies have it within their reach to inculcate the values, attitudes and practices necessary to create resilient, lifelong learners in and beyond the classroom. Some countries, like Korea, have seen remarkable reversals in mathematic anxiety, even amid a shift to remote learning during the COVID-19 pandemic. Others, like Portugal, are outstanding in critical thinking and perspective-taking. In Costa Rica and the United States, more low performers can easily judge the quality of online information. But many other students across PISA countries and economies are struggling with motivation, anxiety and self-directed learning. Unless countries do more, we will leave a generation of learners unprepared to deal with the challenges of today and tomorrow.
At the heart of lifelong learning is the ability to regulate and sustain one’s own learning over time. The PISA 2022 results reveal that students' strategies for learning – such as asking questions when in doubt, applying prior knowledge and being able to consider different perspectives than one’s own – are far from universal. For example, fewer than half of students in OECD countries reported trying to relate new material to what they had already learned. Even among students that perform well in PISA, only a slight majority regularly engage in such proactive learning behaviours. This suggests significant room for improvement in equipping students with the tools they need for continuous, self-directed learning.
Motivation is another key driver of lifelong learning. PISA data show that students who are intrinsically motivated – those who enjoy learning for its own sake – are more likely to adopt effective learning strategies and engage in critical thinking. However, motivation is not evenly distributed across socio-economic or gender lines. Girls, for instance, often report being more intrinsically motivated than boys but also experience greater anxiety about mathematics, even when their performance is similar to that of their male peers. Disparities also exist between socio-economically advantaged and disadvantaged students. These findings underscore the need for targeted interventions to foster motivation and resilience among all students, regardless of their background.
Self-confidence, or belief in one’s own abilities, plays a crucial role in a student’s willingness to take on challenges and persevere through setbacks. Students with higher self-efficacy are more likely to employ learning strategies that foster deep understanding and problem-solving. Yet, the PISA 2022 results show that confidence varies significantly among countries and economies and between student groups. In some high-performing education systems, we see the widest gaps in mathematics self-efficacy between low- and high-achieving students. More needs to be done to support the confidence and self-belief of students who struggle.
The report also highlights the importance of self-directed learning, particularly in an age of rapid technological change. While a majority of students express confidence in their ability to find information online, fewer are comfortable assessing the quality and reliability of that information easily. This is a crucial skill for navigating an increasingly digital world, where the ability to discern credible sources from unreliable ones can shape not just academic success, but informed citizenship. Alarmingly, about 60% of low-performing students on average across OECD countries cannot easily judge the quality of online information, compared to just over half of their higher-performing peers.
Socio-economic disparities further complicate the picture. Students from disadvantaged backgrounds, particularly those facing food insecurity or economic hardship, are less likely to report using effective learning strategies and more likely to exhibit passive learning behaviours. This suggests that socio-economic factors are not only related to academic performance but also to the attitudes and strategies students adopt towards learning. Encouragingly, the PISA 2022 data show that students who engage frequently with their parents or receive support from their teachers are more likely to adopt proactive learning strategies and exhibit higher levels of motivation. These findings highlight the critical role of family and school environments in shaping students’ learning behaviours and attitudes.
Education systems can, and must, play a role in fostering lifelong learning by promoting not only academic excellence but also the development of the skills, strategies, and mindsets that underpin continuous learning. One of the most significant findings from PISA 2022 is the relationship between teaching practices and students’ confidence in their 21st-century mathematics skills. For instance, students who reported being exposed to tasks requiring thinking about how to solve mathematical problems are more likely to feel confident in their ability to interpret mathematical solutions in a real-life situation. Education systems that incorporate cognitive activation – teaching practices that encourage students to reflect on their problem-solving processes – are better equipped to foster lifelong learners who can adapt to new challenges.
As this report shows, learning strategies, motivation, and self-belief tend to go hand-in-hand. Low-performing students face a double challenge: they struggle with both academic achievement and a lack of confidence in their ability to learn. Meanwhile, even high-performing students are not always well-prepared for lifelong learning. Identifying and building on students’ strengths – whether in terms of learning strategies, motivation, or self-belief – can create multiple pathways to success.
Policymakers should take note of these findings. Creating education systems that foster lifelong learning requires a holistic approach – one that recognises the interplay between academic performance, learning strategies, and socio-emotional development. By understanding how students learn, and what motivates them, education systems can better prepare young people not just for the challenges of today’s world, but for the uncertainties of tomorrow. This volume of PISA 2022 provides valuable insights that can inform policies aimed at creating resilient, motivated, and self-directed learners, capable of navigating an increasingly complex and dynamic world.
Andreas Schleicher
Director for Education and Skills
Special Advisor on Education Policy to the Secretary-General