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

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PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: CZECHIA © 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. Czechia has participated in PISA since 2000. By compari ng results internationally, policy makers and educators in Czechia can learn from other countries’ policies and practices. Fifteen-year-old students in Czechia and the context in which they learn Figure 1. A multi-dimensional dashboard of student learning

Czechia2  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: CZECHIA © 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; at or above Level 3 in computational problem solving; 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

mathematics and reading; at or above Level 3 in computational problem solving; 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 least 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 s ociety 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 not 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; Learning to assess AI-generated content in class : Percentage of students who reported that, in their school lessons, they assess the quality of information generated by Artificial Intelligence chatbots (e.g. ChatGPT) sometimes, often or very often; School policy: cell phone bans in school : Percentage of students in schools whose principal reported that the use of cell phon es 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 3

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 3

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

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 Czechia, all data met the quality standards set by PISA and were considered fit for reporting. How well did 15-year-old students in Czechia 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 Czechia were lower than in 2022 in mathematics and readi ng, and about the same as in 2022 in science. • Science results were similarly stable also when considering a longer period of time, since 2015. In contrast, in mathematics and reading, the most recent results were significantl y below those observed in 2015 and 2018.

the same as in 2022 in science. • Science results were similarly stable also when considering a longer period of time, since 2015. In contrast, in mathematics and reading, the most recent results were significantl y below those observed in 2015 and 2018. • 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) did not change significantly in mathematics, reading and science. • Compared to 2015 the proportion of low-performing students (scoring below proficiency Level 2) increased by seven percentage points in mathematics; increased by five percenta ge points in reading; and did not change significantly in science. How does Czechia compare? • Students in Czechia scored higher than the OECD average in mathematics, reading and sc ience

(Figure 3).4  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: CZECHIA © OECD 2026

• A similar number of students in Czechia to the average across OECD countries were top performers (Level 5 or 6) in at least one subject. At the same time, a larger 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). • In computational problem solving, the mean score of students in Czechia was higher than the OECD average (Figure 3).

Figure 3. Mean performance in science, mathematics, reading and computational problem solving Czechia, 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).

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 5

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

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

Source: Tables I.B1.2a.10-12 • Some 79% of students in Czechia attained Level 2 or higher in science (OECD average: 74%). At a minimum, these students can recognize the correct explanation for familiar scientific phenomena and can use such knowledge to identify, in simple cases, whether a conclusion is valid based on the data provided. Over 85% of students in top performers B-S-J-Z (China), Macao (China) , Singapore, Estonia, Japan, Chinese Taipei and Korea (in descending order of that shar e) performed at this level or above. • In Czechia, 7% of students were top performers in science, meaning that they were proficient at Level 5 or 6 (OECD average: 7%). These students can creatively and autonomous ly apply their knowledge of and about science to a wide variety of situations, including unfamiliar on es.

What students know and can do in mathematics • In Czechia, 71% of students attained at least Level 2 proficiency in mathematics (OECD av erage: 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). • Some 10% of students in Czechia were top performers in mathematics, meaning that they attained

a simple situation can be represented mathematically (e.g. comparing the total distance across two alternative routes, or converting prices into a different currency). • Some 10% of students in Czechia were top performers in mathematics, meaning that they attained 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 mathematically, and can select, compare and evaluate appropriate problem-solving 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.6  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: CZECHIA © OECD 2026

What students know and can do in reading • Some 73% of students in Czechia 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 th e 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 BS-J-Z (China) to 4% in Rwanda. • In Czechia, 5% of students scored at Level 5 or higher in reading (OECD av erage: 6%). These students can comprehend lengthy texts, deal with concepts that are abstract or counterintuiti ve, and establish distinctions between fact and opinion, based on implicit cues pertaining to the content or source of the information. Performance gaps within Czechia Figure 5. Science performance and socio-economic status of students and schools

students can comprehend lengthy texts, deal with concepts that are abstract or counterintuiti ve, and establish distinctions between fact and opinion, based on implicit cues pertaining to the content or source of the information. Performance gaps within Czechia 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 Czechia 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 Czechia, 37% of students 7

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

(the largest share) were in the 3rd international quartile of the socio-economic scale, meaning that they were neither among the most disadvantaged, nor among the most advantaged students who took the PISA test in 2025. Their average score in science was 489 score points (Figure 5, left chart); one of the highest for students of similar socio-economic background. • The PISA index of economic, social and cultural status can also be used to or der students from

took the PISA test in 2025. Their average score in science was 489 score points (Figure 5, left chart); one of the highest for students of similar socio-economic background. • 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 Czechia socio-economically advantaged stud ents (the top 25% in terms of socio-economic status) outperformed disadvantaged students (the bottom 25 %) by 96 score points in science. This is larger than the average difference be tween the two groups (85 score points) across OECD countries. • Between 2015 and 2025, the gap in science performance between the top and the bottom 25% of students in terms of socio-economic status remained stable in Czechia, while the averag e gap across OECD countries narrowed. Over this period, performance remained stable both a mong advantaged and disadvantaged students. • Socio-economic status was a predictor of performance in science in all PISA-participating countries and economies. It accounted for 15% of the variation in science performance in PISA 2025 in Czechia (compared to 12% on average across OECD countries). • Some 10% of disadvantaged students in Czechia 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 compar ison 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 Czechia Student curiosity, perseverance and perceived value of school • In Czechia, 66% of students agree or strongly agree that they are curious about many differen t things, compared to 73% across OECD countries. Moreover, 57% of students reported th at they

Student attitudes towards school and learning in Czechia Student curiosity, perseverance and perceived value of school • In Czechia, 66% of students agree or strongly agree that they are curious about many differen t things, compared to 73% across OECD countries. Moreover, 57% of students reported th at they apply additional effort when work becomes challenging (OECD average 60%). At the same time, 28% agree or strongly agree that school has been a waste of time (OECD average: 24%). • Between 2022 and 2025, these attitudes changed somewhat in Czechia. The share of students who reported being curious about many different things decreased by 5.1 percentage points ; the proportion who reported applying additional effort when work becomes challenging de creased by 7.8 percentage points; and the percentage of students who agreed that school had been a waste of time increased by 2.5 percentage points during this period. • Curiosity, perseverance and valuing school are most often associated with higher science performance. In Czechia, after accounting for students’ and schools’ socio-economic profile, a oneunit increase in the curiosity index is associated with a difference of 18 score points in science performance, compared to an average of 19 score points across OECD countries; a one-unit increase in the perseverance index is associated with a difference of 11 score points in science performance (OECD average: 13 score points); students who perceive greater value in school and disagree that it is a waste of time tend to achieve higher scores in science (by 24 score points ) than their peers who feel they are wasting their time at school (OECD average: 27 score points).8  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: CZECHIA © OECD 2026

Student attitudes towards learning • PISA 2025 also asked students about other attitudes towards learning. For example, 64 % of students in Czechia 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

Student attitudes towards learning • PISA 2025 also asked students about other attitudes towards learning. For example, 64 % of students in Czechia 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 Czechia, this difference is 12 score points, after accounting for studen ts’ and schools’ socio-economic profile. • PISA 2025 data show that there is still room for improvement in terms of students’ self-regulation and goal-setting behaviours. For example, only about 21% of students in Czechia report tha t they often or very often plan their approach to studying. Furthermore, 39% of students ask thems elves questions about the material to check if they have understood everything (OECD averages: 37% and 49%, respectively). • An autonomous self-regulated learner knows when and where to ask for help. PISA 2025 data show that, in most countries, students tend to rely on their teachers and clas smates for support with their schoolwork. In Czechia, 64% of students ask their teachers for help when they need it and 83% ask their classmates when they do not fully understand something (OECD averages: 77% and 82%, respectively). How is school life in Czechia? Perceived shortages of human and material resources • In 2025, 37% of students in Czechia were in schools whose principals reported that instruction 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 40% (OECD average: 39%). The prevalence of perceived teaching staff shortages in Czechia did not change significantly compared to 2022. • PISA 2025 data reveal that perceived shortages of material resources remain a concern in most countries and economies. Some 19% of students in Czechia attended schools whose principal s

prevalence of perceived teaching staff shortages in Czechia did not change significantly compared to 2022. • PISA 2025 data reveal that perceived shortages of material resources remain a concern in most countries and economies. Some 19% of students in Czechia attended schools whose principal s reported that a lack of educational material (e.g. textbooks, IT equipment, librar y or laboratory material) hindered instruction, at least to some extent, and 36% were in schools where a lack of physical infrastructure (e.g. buildings, grounds, heating/cooling systems, lighti ng and acoustic systems) was perceived to hinder instruction. In 2022, the corresponding shares were 18% and 35%, respectively. Digital resources • In Czechia, students reported spending on average 1.4 hours per day using digital devi ces 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 Czechia reported spending 1.7 hours per day using digital devices at school for leis ure (OECD average: 1.1 hours). • In Czechia, 32% of students reported that their peers are often distracted by the use of di gital devices during most or all science lessons (OECD average: 28%). On average across OECD countries, students who reported digital distraction in their science classes sc ore 11 points lower in science than those who reported no digital distraction (after accounting for students’ and schools’ socio-economic profile). In Czechia they score 10 points lower. 9

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

• In Czechia, students in schools where cell phone use is not allowed on school premises are about 38% less likely to report digital distraction (OECD average: 13% less likely ). In 2025, 28% of students in Czechia attended schools with such a ban (OECD average: 49%), up from PISA 2022

38% less likely to report digital distraction (OECD average: 13% less likely ). In 2025, 28% of students in Czechia attended schools with such a ban (OECD average: 49%), up from PISA 2022 (20%; OECD average in PISA 2022: 34%). This indicates a substantial increase in the implementation of cell phone bans during this period. • Students in most education systems use AI chatbots for schoolwork, creating new challenges and opportunities for their learning. In Czechia, 47% of students reported using A I chatbots to help them learn at least once a week (OECD average: 46%). Students also frequently use AI to conduct preliminary research on a new topic (Czechia: 29%; OECD average: 31%), to summarise a text they had to read (Czechia: 30%; OECD average: 30%), and to draft text for writing assignments (Czechia: 29%; OECD average: 29%).Only 12% of students reported never or almost never using AI chatbots for any of the schoolwork tasks examined in PISA (OECD average: 14%). Bullying and cyberbullying • In Czechia, 25% 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 increased between PISA 2022 and PISA 2025, as it did in a large majority of participating countries and e conomies. This rise contrasts with the decline in bullying recorded in Czechia between 2018 and 2022, which was likely linked to the lingering effects of COVID-19 disruptions. • Cyberbullying is relatively uncommon compared with other forms of bullying, but its victims tend to experience significant achievement deficits. In Czechia, 4% of students reported that u psetting 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, 49 points lower in science than their peers.

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, 49 points lower in science than their peers. Teacher support and disciplinary climate in science lessons • In Czechia, 46% of students reported that, in most science lessons, the teacher shows an interest in every student’s learning (OECD average: 69%), 44% that the teacher continues teaching until the students understand (OECD average: 66%), 58% that the teacher gives extra help when students need it (OECD average: 73%). In 2015, the corresponding shares were 63%, 52% and 76%. • Disciplinary climate in science lessons in 2025 remains a concern in many c ountries and economies: about 18% of students in Czechia reported that they cannot work well in most or all lessons (OECD average: 19%); 31% reported noise and disorder disrupted most or every science lesson (OECD average: 31%); 35% of students reported that their classmates do not listen to what the teacher says (OECD average: 29%). • Disciplinary climate and teacher support in science lessons improved betw een 2015 and 2025 on average across OECD countries. In Czechia, only disciplinary climate improved; teache r support declined over the period. Countries and economies with an improved disciplinary climate tend to show stability or an increase in their average science performance compared to 2015. 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 Czechia. In 2025, 72% of students in Czechia reported that their parents or guardians asked them, at least once per week, what they did at school , while 45% reported having at least weekly discussions about problems they might have at school. In 2022, the corresponding shares were 77% and 50%, respectively.10 

students in Czechia reported that their parents or guardians asked them, at least once per week, what they did at school , while 45% reported having at least weekly discussions about problems they might have at school. In 2022, the corresponding shares were 77% and 50%, respectively.10  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: CZECHIA © OECD 2026

Truancy and lateness • In 2025, around 9% of students in Czechia reported having skipped at least one day of sc hool in the two weeks prior to the test (OECD average: 22%); 9% reported skipping at least one class (OECD average: 24%); 54% reported arriving late for school (OECD average: 50%). In previous years, the corresponding shares were 7%, 7% and 50% (in 2022); 10%, 12% and 54% (in 2018). Student readiness for environmental challenges • In Czechia, 78% of students reached at least baseline proficiency (Level 2) in env ironmental science. On average across OECD countries, 74% of students achieve this level, with more than 85% reaching it in seven countries and economies. • 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 C zechia, 78% of students believe that they can positively impact the environment (OECD average: 81 %); 77% believe that collective action can address environmental problems (OECD average: 82%) ; 54% report knowing how to work with others to positively impact the environment (OECD average: 68%). • In Czechia, 60% of students reported that they are somewhat or very interested in contributing to protecting the environment in their future jobs (OECD average: 62%). • 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

protecting the environment in their future jobs (OECD average: 62%). • 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 (Czechia: 57%; OECD average: 56%) and making purchasing decisions based on the sustainabil ity of products (OECD average: 54%; 54% in Czechia). Key Features of PISA 2025 in Czechia 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 enviro nment. PISA 2025 also included an assessment of young people’s communicative skills in English, which was optional and available only for countries and economies where English is a foreign language; Czechia participated in this assessment. Results for science, mathematics, reading and computational problem sol ving are released on 8 September 2026; results for English as a foreign language 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 Czechia, 8 462 students, in 387 schools, completed the assessment, represen ting about 113 100 15-year-old students (an estimated 89% of the total population of 15-year-olds) . An additional sample of students, from the same schools, completed the assess ment of English as a foreign language. 11

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

• PISA students are aged between 15 years 3 months and 16 years 2 months at the ti me of the

foreign language. 11

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

• PISA students are aged between 15 years 3 months an