The PISA 2025 results remind us of the scale of Peru’s educational challenge. More than half of the adolescents assessed fail to reach the minimum proficiency threshold in reading and science that PISA considers necessary to function effectively in today’s society.
According to the results released by the Ministry of Education, only 42% of Peruvian students reach Level 2 or higher in reading; the figure stands at 47% in science and only 30% in mathematics. Behind these figures are young people who struggle to understand what they read, connect ideas, evaluate information, or solve problems.
It would be a mistake to interpret these results solely from a national perspective. PISA 2025 reveals a global decline in learning outcomes. OECD countries are recording their lowest levels in reading and mathematics, a trend that predates the pandemic and reflects deeper transformations in education.
Mobile phones, social media, and artificial intelligence are changing the way we read, learn, and process information. Never before has so much knowledge been available, and yet, at the same time, there has been such difficulty in understanding information, comparing sources, sustaining attention, and thinking critically.
This is a complex challenge, but it is one we already know how to address. Evidence gathered by UNESCO in Latin America through the Latin American Laboratory for Assessment of the Quality of Education shows that the best learning outcomes are achieved when at least four factors come together: well-prepared and committed teachers; families that support the learning process; assistance for students facing the greatest difficulties and achieving the weakest results; and the integration of technology with a clear pedagogical purpose. We know that this formula works. The challenge is to sustain it through investment, scale, and, above all, continuity over time.
read more: https://www.unesco.org/en/articles/pisa-2025-call-national-commitment?hub=701
