OCDE - PISA 2025 Results (Volume I) - Dusambé (Tayikistán) de 2026

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PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: DUSHANBE (TAJIKISTAN) © 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. Dushanbe (Tajikistan) participated for the first time in PISA in 20 25. By comparing results internationally, policy makers and educators in Dushanbe (Tajikis tan) can learn from other countries’ policies and practices. Fifteen-year-old students in Dushanbe (Tajikistan) and the context in which they learn Figure 1. A multi-dimensional dashboard of student learning

Dushanbe (Tajikistan)2  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: DUSHANBE (TAJIKISTAN) © 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

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 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 3

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

Notes on data quality in PISA 2025

PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: DUSHANBE (TAJIKISTAN) © 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 Dushanbe (Tajikistan), all data met the quality standards set by PISA and wer e considered fit for reporting. How well did 15-year-old students in Dushanbe (Tajikistan) do on the test? How does Dushanbe (Tajikistan) compare? • Students in Dushanbe (Tajikistan) scored less than the OECD average in mathema tics, reading and science (Figure 2). • A smaller proportion of students in Dushanbe (Tajikistan) than on average across OECD countries were top performers (Level 5 or 6) in at least one subject. At the same time, a s maller proportion of students than on average across OECD countries achieved a minimum level of profi ciency (Level 2 or higher) in all three subjects (Figure 3). Figure 2. Mean performance in science, mathematics and reading Dushanbe (Tajikistan), 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

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.o24  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: DUSHANBE (TAJIKISTAN) © OECD 2026

What students know and can do in science Figure 3. Proficiency in science, mathematics and reading among 15-year-old students Dushanbe (Tajikistan) and OECD average

Source: Tables I.B1.2a.10-12 • Some 12% of students in Dushanbe (Tajikistan) attained Level 2 or higher in scienc e (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 d escending order of that share) performed at this level or above. • In Dushanbe (Tajikistan), almost no students were top performers in scienc e, meaning that they were proficient at Level 5 or 6 (OECD average: 7%). These students can crea tively 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 Dushanbe (Tajikistan), 24% of students attained at least Level 2 proficiency i n mathematics (OECD average: 65%). At a minimum, these students can interpret and recognize, without di rect

unfamiliar ones. What students know and can do in mathematics • In Dushanbe (Tajikistan), 24% of students attained at least Level 2 proficiency i n mathematics (OECD average: 65%). At a minimum, these students can interpret and recognize, without di rect instructions, how a simple situation can be represented mathematically (e.g. c omparing the total distance across two alternative routes, or converting prices into a different currency). • Almost no students in Dushanbe (Tajikistan) were top performers in mathematics, meaning that they attained Level 5 or 6 in the PISA mathematics test (OECD average: 8%). Th e largest shares of students attaining Level 5 or 6 were observed in Seven Asian countries and economies: B-S-JZ (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 situations mathematically, and can select, compare and evaluate appropriate problem-solv ing 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. 5

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

What students know and can do in reading • Some 19% of students in Dushanbe (Tajikistan) attained Level 2 or higher in rea ding (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 fro m 93% in B-SJ-Z (China) to 4% in Rwanda.

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 fro m 93% in B-SJ-Z (China) to 4% in Rwanda. • In Dushanbe (Tajikistan), 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. Performance gaps within Dushanbe (Tajikistan) Figure 4. 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 Dushanbe (Tajikistan) 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 Dushanbe (T ajikistan),6 

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 Dushanbe (T ajikistan),6  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: DUSHANBE (TAJIKISTAN) © OECD 2026

34% of students (the largest share) were in the 3rd international quartile of the socioeconomic 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 scien ce was 342 score points (Figure 4, left chart). In Singapore, Chinese Taipei and Macao ( China), 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 Dushanbe (Tajikistan) socio-economic ally advantaged students (the top 25% in terms of socio-economic status) outperformed disadvantage d students (the bottom 25%) by 46 score points in science. This is smaller than the av erage difference between the two groups (85 score points) across OECD countries. • Socio-economic status was a predictor of performance in science in all PISA-participating countries and economies. It accounted for 8% of the variation in science performance in PISA 2025 in Dushanbe (Tajikistan) (compared to 12% on average across OECD countries). • Some 15% of disadvantaged students in Dushanbe (Tajikistan) were able to score in the top quarter of science performance. These students can be considered academically resilient because,

Dushanbe (Tajikistan) (compared to 12% on average across OECD countries). • Some 15% of disadvantaged students in Dushanbe (Tajikistan) 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 excell ence by comparison 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 Dushanbe (Tajikistan) Student curiosity, perseverance and perceived value of school • In Dushanbe (Tajikistan), 68% of students agree or strongly agree that they are curious about many different things, compared to 73% across OECD countries. Moreover, 71% of students repor ted that they apply additional effort when work becomes challenging (OECD average 60%). At the same time, 25% 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 Dushanbe (Tajikistan), after accounting for students’ and schools’ socio-economic profile, a one-unit increase in the curiosity index is associated with a differenc e of 10 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 8 score poi nts 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 19 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, 52 % of

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, 52 % of students in Dushanbe (Tajikistan) 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 Dushanbe (Tajikistan), this difference is 18 score points, aft er accounting for students’ and schools’ socio-economic profile. 7

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

How is school life in Dushanbe (Tajikistan)? Perceived shortages of human and material resources • In 2025, 32% of students in Dushanbe (Tajikistan) were in schools whose principal s 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 16 % (OECD average: 39%). • PISA 2025 data reveal that perceived shortages of material resources remain a concern in most countries and economies. Some 29% of students in Dushanbe (Tajikistan) attended schools whose principals reported that a lack of educational material (e.g. textbooks, IT equipment, library or laboratory material) hindered instruction, at least to some extent, and 15% were in s chools where a lack of physical infrastructure (e.g. buildings, grounds, heating/cooling systems, lighting and acoustic systems) was perceived to hinder instruction. Digital resources • In Dushanbe (Tajikistan), students reported spending on average 2.9 hours per day using digital

a lack of physical infrastructure (e.g. buildings, grounds, heating/cooling systems, lighting and acoustic systems) was perceived to hinder instruction. Digital resources • In Dushanbe (Tajikistan), students reported spending on average 2.9 hours per day using digital devices at school for learning activities (OECD average: 1.7 hours). At the sam e time, a nonnegligible share of students’ device use on school days is dedicate d to non-learning activities: students in Dushanbe (Tajikistan) reported spending 2.1 hours per day using digital devices at school for leisure (OECD average: 1.1 hours). • In 2025, 85% of students in Dushanbe (Tajikistan) attended schools where cell phone use is not allowed on school premises (OECD average: 49%). Bullying and cyberbullying • In Dushanbe (Tajikistan), 12% of students reported being victims of at least one form of bullying a few times per month or more in 2025 (OECD average: 20%). • Cyberbullying is relatively uncommon compared with other forms of bullying. In Dushanbe (Tajikistan), 3% of students reported that upsetting 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%). Parental involvement and support • In 2025, 63% of students in Dushanbe (Tajikistan) reported that their parents or guar dians asked them, at least once per week, what they did at school , while 49% reported having at least week ly discussions about problems they might have at school. Truancy and lateness • In 2025, around 40% of students in Dushanbe (Tajikistan) reported having skipped at least one day of school in the two weeks prior to the test (OECD average: 22%); 31% reported sk ipping at

Truancy and lateness • In 2025, around 40% of students in Dushanbe (Tajikistan) reported having skipped at least one day of school in the two weeks prior to the test (OECD average: 22%); 31% reported sk ipping at least one class (OECD average: 24%); 56% reported arriving late for school (OE CD average: 50%).8  PISA 2025 RESULTS (VOLUME I) – COUNTRY NOTES: DUSHANBE (TAJIKISTAN) © OECD 2026

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 Dus hanbe (Tajikistan), 72% of students believe that they can positively impact the envi ronment (OECD average: 81%); 83% believe that collective action can address environmental problems (O ECD average: 82%); 71% report knowing how to work with others to positively impact the envi ronment (OECD average: 68%). • 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 environment (Dushanbe (Tajikistan): 65%; OECD average: 56%) and making purchasing decisions based on the sustainability of products (OECD average: 54%; 54% in Dushanbe (Tajikistan)). Key Features of PISA 2025 in Dushanbe (Tajikistan) 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 environment; Dushanbe (Tajikistan) did not participate in this assessment. Results for science, mathematics, reading an d computational

assessment of learning in the digital world measured students’ computational problem -solving skills and their ability to self-direct their learning in a digital environment; Dushanbe (Tajikistan) did not participate in this assessment. Results for science, mathematics, reading an d computational 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 Dushanbe (Tajikistan), 5 771 students, in 160 schools, completed the assessment, representing about 23 000 15-year-old students (an estimated 92% 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 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. 9

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

Contact For more information about PISA 2025 visit www.oecd.org/pisa

covered by this note. 9

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

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: DUSHANBE (TAJIKISTAN) © OECD 2026

This work is published under the responsibility of the Se cretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Member countries of the OECD. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. Note by the Republic of Türkiye The information in this document with reference to “Cyprus” relate s to the southern part of the Island. There is no single authority representing both Turkish and Greek Cypriot people on the Island. Türkiye recognises the Turkish Republic of Northern Cyprus (TRNC). Until a lasting and equitable so lution is found within the context of the United Nations, Türkiye shall preserve its position concerning the “Cyprus issue”. Note by all the European Union Member States of the OECD and the European Union The Republic of Cyprus is recognised by all members of the United Nations with the exception of Türkiye. The

Nations, Türkiye shall preserve its position concerning the “Cyprus issue”. Note by all the European Union Member States of the OECD and the European Union The Republic of Cyprus is recognised by all members of the United Nations with the exception of Türkiye. The information in this document relates to the area under the effe ctive control of the Government of the Republic of Cyprus.

Kosovo: This designation is without prejudice to positions on status, and is in line with United Nations Security Council Resolution 1244/99 and the Advisory Opinion of the Internation al Court of Justice on Kosovo’s declaration of independence.

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.

© OECD 2026

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