OCDE - PISA 2025 Results (Volume I) - Camboya de 2026

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PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: CAMBODIA © OECD 2026

The Programme for International Student Assessment (PISA) assesses the knowledge, skills and attitudes of 15-year-old students. The tests explore how well students can solve complex problems , think critically and communicate effectively; data collected through questionnaires describe the context in which students learn. This gives insights into how well education systems are preparing student s for real life challenges and future success. Cambodia participated for the first time in PISA in 2017, through the P ISA for Development initiative. By comparing results internationally, policy makers and educators in Cambodia can learn from other countries’ policies and practices. Fifteen-year-old students in Cambodia and the context in which they learn Figure 1. A multi-dimensional dashboard of student learning

Cambodia2  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: CAMBODIA © OECD 2026

Notes: Due to missing data, not all countries and economies are included in every dimension. F or each dimension, the top country/economy and the OECD average are highlighed; truancy values are sorted in descending order, so that values shown to the right correspond to lower levels of truancy.

For indicators derived from students’ and principals’ reports, differences between countries and economies should be interpre ted with caution, as they may reflect variations in response behaviour rather than true underlying differences. Non-response to questionnaires, cultural norms, as well as differing interpretations of questions can influence these indicators.

Definitions: Values that are not reported as percentages correspond to mean values of the corresponding questionnaire indices. Percentages are defined as follows: Percentage of students scoring above a baseline level of proficiency : students scoring at or above Level 2 in science, mathematics and reading; Growth mindset: Percentage of students who disagree or strongly disagree with the statement “You have a certain amount of intelligence, and you really can’t do much to change it”; Value of learning at school: Percentage of students who disagree or strongly

mathematics and reading; Growth mindset: Percentage of students who disagree or strongly disagree with the statement “You have a certain amount of intelligence, and you really can’t do much to change it”; Value of learning at school: Percentage of students who disagree or strongly disagree that “School has done little to prepare me for adult life when I leave school”; Absence of bullying: Percentage of students who reported never or almost never being victim of any type of bullying act (among a list of five different types of acts); Truancy: Percentage of students who reported that in the two weeks prior to the PISA test they had skipped at lea st one class or day of school; Academic resilience in science : Percentage of students from the bottom quarter of socio-economic status (disadvantaged students) who scored in the top quarter of performance amongst students in their own country/economy; Beliefs in social mobility : Percentage of students who disagree or strongly disagree with the statement “Your status in society is something that you can’t really change very much”; No shortage of teaching staff: Percentage of students in schools whose principal reported that the school’s capacity to provide instruction is no t at all hindered by a lack of teaching staff; Peer-to-peer tutoring: Percentage of students in schools whose principal reported that peerto-peer tutoring is provided; School policy: cell phone bans in school: Percentage of students in schools whose principal reported that the use of c ell phones is not allowed on the school premises; School policy: subject-specific guidelines on digital devices : Percentage of students in schools whose principal reported that the school has formal guidelines for the use of digital devices for teaching and learning in specific subjects.

Source: Figure I.1.2.

An interactive dashboard is available at https://www.oecd.org/en/data/dashboards/pisa-education-and-skills.html Notes on data quality in PISA 2025 This edition of PISA includes data from 91 countries and economies. While t he vast majority of countries and economies met PISA’s technical standards, a small number did not. In particular, caution is required when interpreting results of countries and economies mentioned in this note with an asterisk

Notes on data quality in PISA 2025 This edition of PISA includes data from 91 countries and economies. While t he vast majority of countries and economies met PISA’s technical standards, a small number did not. In particular, caution is required when interpreting results of countries and economies mentioned in this note with an asterisk () next to their names: their results could be affected by greater uncertainty, or even be biased, because one or more PISA sampling standards were not met. For more information, see the Reader’s Guide in PISA 2025 Results, Volume I and Chapter 18 (Data Adjudication) in the PISA 2025 Technical Report. In Cambodia, all data met the quality standards set by PISA and were considered fit for reporting. 3

PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: CAMBODIA © OECD 2026

How well did 15-year-old students in Cambodia do on the test? Trends in science, mathematics and reading performance Figure 2. Trends in performance in science, mathematics and reading

Note: White dots indicate mean scores that are not statistically significantly above/below PISA 2025 mean scores. An interactive version of this figure is available at https://www.oecd.org/en/data/dashboards/pisa-education-and-skills/performance-trends.html.

Source: Tables I.B1.2a.36-38 • Average 2025 results in Cambodia were up compared to 2022 in mathematics, reading and science. • The recent gains extended and reinforced a positive trend, and mean scores were also higher than in 2017. Results are even more positive when the expansion of secondary education to previously marginalised populations is also considered. Indeed, between 2022 and 2025, the number of 15year-olds eligible to sit the PISA test increased in Cambodia, despite a shrinking population of 15year-olds. This suggests that secondary school enrolment increased significantly over this period. • Over the most recent period (2022 to 2025), the gap between the highest-scorin g students

year-olds eligible to sit the PISA test increased in Cambodia, despite a shrinking population of 15year-olds. This suggests that secondary school enrolment increased significantly over this period. • Over the most recent period (2022 to 2025), the gap between the highest-scorin g students (10% with the highest scores) and the weakest students (10% with the lowest scores) narrowed in mathematics; did not change significantly in reading; and widened in science. • Compared to 2017 the proportion of low-performing students (scoring below proficiency Level 2) decreased by eight percentage points in mathematics; by six percentage points in reading; and by 27 percentage points in science. How does Cambodia compare? • Students in Cambodia scored less than the OECD average in mathematics, reading and scien ce (Figure 3). • A smaller proportion of students in Cambodia than on average across OECD countries were top performers (Level 5 or 6) in at least one subject. At the same time, a smaller proportion of students than on average across OECD countries achieved a minimum level of proficiency (Level 2 or higher) in all three subjects (Figure 4).4  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: CAMBODIA © OECD 2026

Figure 3. Mean performance in science, mathematics and reading Cambodia, OECD average and selected comparison countries/economies

Notes: Comparison countries/economies include the highest-performing countries and econom ies overall and the highest-performing OECD countries; for comparisons with all remaining PISA 2025 participants, see source T ables and Figures. Horizontal lines that extend beyond the markers represent a measure of uncertainty associated with mean scores (the 95% confidence interval).

Source: Tables I.B1.2a.1-3 and Tables I.2.1, I.2.4, I.2.o1 and I.2.o2

What students know and can do in science Figure 4. Proficiency in science, mathematics and reading among 15-year-old students Cambodia and OECD average

What students know and can do in science Figure 4. Proficiency in science, mathematics and reading among 15-year-old students Cambodia and OECD average

Source: Tables I.B1.2a.10-12 • Some 33% of students in Cambodia attained Level 2 or higher in science (OECD average: 74%).

At a minimum, these students can recognize the correct explanation for familiar scienti fic phenomena and can use such knowledge to identify, in simple cases, whether a conclusion is valid 5

PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: CAMBODIA © OECD 2026

based on the data provided. Over 85% of students in top performers B-S-J-Z (China), Mac ao (China), Singapore, Estonia, Japan, Chinese Taipei and Korea (in descending order of that share) performed at this level or above. • In Cambodia, almost no students were top performers in science, meaning that they were proficient at Level 5 or 6 (OECD average: 7%). These students can creatively and autonomously apply their knowledge of and about science to a wide variety of situations, including unfamiliar ones. What students know and can do in mathematics • In Cambodia, 18% of students attained at least Level 2 proficiency in mathematics (OECD average: 65%). At a minimum, these students can interpret and recognize, without direct in structions, how a simple situation can be represented mathematically (e.g. comparing the total distance across two alternative routes, or converting prices into a different currency). • Almost no students in Cambodia were top performers in mathematics, meaning that they at tained Level 5 or 6 in the PISA mathematics test (OECD average: 8%). The largest shares of student s attaining Level 5 or 6 were observed in Seven Asian countries and economies: B-S -J-Z (China) (54%), Singapore (37%), Chinese Taipei (32%), Macao (China) (29%), Korea (23%), Japan (22%) and Hong Kong (China) (21%). At these levels, students can model complex situa tions

(54%), Singapore (37%), Chinese Taipei (32%), Macao (China) (29%), Korea (23%), Japan (22%) and Hong Kong (China) (21%). At these levels, students can model complex situa tions mathematically, and can select, compare and evaluate appropriate problem-solvi ng strategies for dealing with them. In 13 countries and economies participating in PISA 2025, more than 10% of students attained Level 5 or 6 proficiency. What students know and can do in reading • Some 13% of students in Cambodia attained Level 2 or higher in reading (OECD average: 69%). At a minimum, these students can identify the main idea in a text of moderate length, find information based on explicit, though sometimes complex criteria, and can reflect on the purpose and form of texts when explicitly directed to do so. The share of 15-year-old students who attained minimum levels of proficiency in reading (Level 2 or higher) varied from 93% in B-S-J-Z (China) to 4% in Rwanda. • In Cambodia, almost no students scored at Level 5 or higher in reading (OECD average: 6%) . These students can comprehend lengthy texts, deal with concepts that are abstract or counterintuitive, and establish distinctions between fact and opinion, based on implicit cues pertaining to the content or source of the information.6  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: CAMBODIA © OECD 2026

Performance gaps within Cambodia Figure 5. Science performance and socio-economic status of students and schools

Source: Tables I.B1.2b.7 and Table I.B1.2b.11; and OECD, PISA 2025 Database.

Notes: The left-hand chart shows how the performance of students at different levels of socio-economic status compares to the performance of students with similar socio-economic background across OECD countries on average. The shaded area represents a measure of uncertainty

(the 95% confidence interval). Percentages reported on the chart correspond to the percentage of students in Cambodia that are in each

students with similar socio-economic background across OECD countries on average. The shaded area represents a measure of uncertainty (the 95% confidence interval). Percentages reported on the chart correspond to the percentage of students in Cambodia that are in each international quartile of socio-economic status. The right-hand chart plots the performance and average socio-economic status of schools that participated in PISA (only schools with students in the modal grade for 15-year-olds are shown). The size of dots is proportional to the population of 15-year-old students that each school represents. Socio-economic disparities • The PISA index of economic, social and cultural status is computed in such a way that all students taking the PISA test, regardless of the country where they live, can be placed on the same socioeconomic scale. This means that it is possible to use this index to compare the performance of students of similar socio-economic background in different countries. In Cambodia, 67% of students (the largest share) were in the bottom international quartile of the socio-econom ic scale, meaning that they were among the most disadvantaged students who took the PISA test i n 2025. Their average score in science was 381 score points (Figure 5, left chart). In B-S -J-Z (China) and Türkiye, students of similar socio-economic background tend to score significantly higher. • The PISA index of economic, social and cultural status can also be used to or der students from the most disadvantaged to the most advantaged within each country and economy, and to create four groups of students of equal size (each comprising 25% of the population of 15-year -old students in each country/economy). In Cambodia socio-economically advantaged stud ents (the top 25% in terms of socio-economic status) outperformed disadvantaged students (the bottom 25%) by 9 score points in science. This is smaller than the average difference between the two groups (85 score points) across OECD countries. • Between 2017 and 2025, the gap in science performance between the top and the bottom 25% of

25%) by 9 score points in science. This is smaller than the average difference between the two groups (85 score points) across OECD countries. • Between 2017 and 2025, the gap in science performance between the top and the bottom 25% of students in terms of socio-economic status narrowed in Cambodia, while the average gap across 7

PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: CAMBODIA © OECD 2026

OECD countries remained stable. Over this period, performance improved to a larger extent among disadvantaged than among advantaged students. • Socio-economic status was a predictor of performance in science in all PISA-participating countries and economies. It accounted for 0% of the variation in science performance in PISA 2025 in Cambodia (compared to 12% on average across OECD countries). • Some 22% of disadvantaged students in Cambodia were able to score in the top quarter of science performance. These students can be considered academically resilient because, despite their socio-economic disadvantage, they have attained educational excellence by compa rison with students in their own country. On average across OECD countries, 12% of disadvantaged students scored in the top quarter of science performance in their own countries. Student attitudes towards school and learning in Cambodia Student curiosity, perseverance and perceived value of school • In Cambodia, 64% of students agree or strongly agree that they are curious about ma ny different things, compared to 73% across OECD countries. Moreover, 70% of students reported th at they apply additional effort when work becomes challenging (OECD average 60%). At the same time, 15% agree or strongly agree that school has been a waste of time (OECD average: 24%). • Curiosity, perseverance and valuing school are most often associated with higher science performance. In Cambodia, after accounting for students’ and schools’ socio -economic profile, students who perceive greater value in school and disagree that it is a waste of time tend to achieve higher scores in science (by 40 score points ) than their peers who feel they are wasting their time

performance. In Cambodia, after accounting for students’ and schools’ socio -economic profile, students who perceive greater value in school and disagree that it is a waste of time tend to achieve higher scores in science (by 40 score points ) than their peers who feel they are wasting their time at school (OECD average: 27 score points). Student attitudes towards learning • PISA 2025 also asked students about other attitudes towards learning. For example, 48 % of students in Cambodia have a growth mindset (OECD average: 69%), i.e. hold the belief that intelligence can be cultivated through work, effort and feedback. On average across OE CD countries, students with a growth mindset score 28 score points higher in science than those with a fixed mindset. In Cambodia, this difference is 9 score points, after accounting for students ’ and schools’ socio-economic profile. How is school life in Cambodia? Perceived shortages of human and material resources • In 2025, 69% of students in Cambodia were in schools whose principals reported that ins truction was hindered, at least to some extent, by a perceived lack of teaching staff (OECD average: 39%); the corresponding share for a perceived lack of assisting staff was 53% (OECD average: 39%). The prevalence of perceived teaching staff shortages in Cambodia did not change si gnificantly compared to 2022. • PISA 2025 data reveal that perceived shortages of material resources remain a concern in most countries and economies. Some 57% of students in Cambodia attended schools whose principals reported that a lack of educational material (e.g. textbooks, IT equipment, libra ry or laboratory material) hindered instruction, at least to some extent, and 61% were in schools where a lack of physical infrastructure (e.g. buildings, grounds, heating/cooling systems, lighti ng and acoustic8  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: CAMBODIA © OECD 2026

systems) was perceived to hinder instruction. In 2022, the corresponding shares wer e 59% and 66%, respectively. Digital resources

PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: CAMBODIA © OECD 2026

systems) was perceived to hinder instruction. In 2022, the corresponding shares wer e 59% and 66%, respectively. Digital resources • In Cambodia, students reported spending on average 2.0 hours per day using digital dev ices at school for learning activities (OECD average: 1.7 hours). At the same time, a non-negligible share of students’ device use on school days is dedicated to non-learning activities: students in Cambodia reported spending 1.1 hours per day using digital devices at school for leis ure (OECD average: 1.1 hours). • In 2025, 49% of students in Cambodia attended schools where cell phone use is not allowed o n school premises (OECD average: 49%), up from PISA 2022 (33%; OECD average in PISA 2022: 34%). This indicates a substantial increase in the implementation of cell pho ne bans during this period. Bullying and cyberbullying • In Cambodia, 19% of students reported being victims of at least one form of bullying a few times per month or more in 2025 (OECD average: 20%). The prevalence of bullying did not chang e significantly between PISA 2022 and PISA 2025, whereas it increased in a large majority of participating countries and economies. • Cyberbullying is relatively uncommon compared with other forms of bullying, but its victims tend to experience significant achievement deficits. In Cambodia, 3% of students reported that up setting information about them was published online, without their consent, at least a few times a month during the 12 months prior to the PISA test (OECD average: 3%). These students scored, on average, 37 points lower in science than their peers. Parental involvement and support • Student reports of family support substantially decreased in almost all PISA-participating countries

during the 12 months prior to the PISA test (OECD average: 3%). These students scored, on average, 37 points lower in science than their peers. Parental involvement and support • Student reports of family support substantially decreased in almost all PISA-participating countries and economies between 2022 and 2025. This was also the case in Cambodia. In 2025, 37% of students in Cambodia reported that their parents or guardians asked them, at least once per week, what they did at school , while 29% reported having at least weekly discussions about problems they might have at school. In 2022, the corresponding shares were 54% and 46%, respectively. Truancy and lateness • In 2025, around 8% of students in Cambodia reported having skipped at least one day of school in the two weeks prior to the test (OECD average: 22%); 18% reported skipping at least one class (OECD average: 24%); 58% reported arriving late for school (OECD average: 50%). In previous years, the corresponding shares were 9%, 20% and 55% (in 2022); 21%, 40% and 33% (in 2018). Student readiness for environmental challenges • PISA 2025 shows that students in most education systems report strong pro-environme ntal attitudes, although fewer feel confident about how to collaborate effectively. In Cambod ia, 68% of students believe that they can positively impact the environment (OECD average: 81 %); 91% believe that collective action can address environmental problems (OECD average: 82%) ; 63% report knowing how to work with others to positively impact the environment (OECD average: 68%). 9

PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: CAMBODIA © OECD 2026

• Most students engaged in environment-related activities at least once over the 12 months prior to the PISA test. On average across OECD countries, the most common forms of engagement are

PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: CAMBODIA © OECD 2026

• Most students engaged in environment-related activities at least once over the 12 months prior to the PISA test. On average across OECD countries, the most common forms of engagement are discussing with friends and family how to have a positive impact on the en vironment (Cambodia: 74%; OECD average: 56%) and making purchasing decisions based on the sustainabil ity of products (OECD average: 54%; 41% in Cambodia).

Key Features of PISA 2025 in Cambodia The content • The PISA 2025 survey focused on science, with mathematics and reading as minor areas; an assessment of learning in the digital world measured students’ computational problem -solving skills and their ability to self-direct their learning in a digital env ironment; Cambodia did not participate in this assessment. Results for science, mathematics, reading and com putational problem solving are released on 8 September 2026 and analyses of students’ self -directed learning in 2027. The students • Over 760 000 students took the assessment in 2025, representing about 33 million 15-year-olds in the schools of the 91 participating countries and economies. • In Cambodia, 5 464 students, in 186 schools, completed the assessment, representing ab out 136 800 15-year-old students (an estimated 43% of the total population of 15-year-olds). • PISA students are aged between 15 years 3 months and 16 years 2 months at the ti me of the assessment, and they have completed at least 6 years of formal schooling. In this note, the y are referred to as 15-year-old students. The assessment • Students took a two hour test in mathematics, reading and science, using paper and penci l. Test items were a mixture of multiple-choice questions and questions requiri ng students to construct their own responses. • Students also answered a background questionnaire, which took about 35 minutes to complete.

The assessment • Students took a two hour test in mathematics, reading and science, using paper and penci l. Test items were a mixture of multiple-choice questions and questions requiri ng students to construct their own responses. • Students also answered a background questionnaire, which took about 35 minutes to complete. The questionnaire sought information about the students themselves, their attitu des, dispositions and beliefs, their homes, and their school and learning experiences. School prin cipals completed a questionnaire about school management, organisation, and the learning environment. • Some countries/economies also distributed additional questionnaires, to students, par ents and/or teachers, to elicit more information. The findings from these optional questionna ires are not covered by this note. Contact For more information about PISA 2025 visit www.oecd.org/pisa Explore, compare and visualise more data and analysis using http://gpseducation.oecd.org. Questions can be directed to the PISA team at the Directorate for Education and S kills: edu.pisa@oecd.org. This note was written by Francesco Avvisati (OECD Directorate for Education and Skills).10  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: CAMBODIA © OECD 2026 11

PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: CAMBODIA © OECD 2026

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The full book is available in English: OECD (2026), PISA 2025 Results (Volume I): Future-Ready Students, PISA, OECD Publishing, Paris, https://doi.org/10.1787/73451bc5-en.

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