PISA 2025. Cyprus Discusses Solutions

At the initiative of the Cyprus Parliament’s Education Committee, a discussion was held on October 14 to examine the PISA results published on September 8. The information was reported by the Cyprus News Agency (CNA).

“Six out of ten students do not understand what they read, and that is terrible,” said Chrysanthos Savvides, Chair of the Cyprus Parliament’s Education Committee.

According to the PISA results, 53% of students in Cyprus lack basic mathematical skills, while the country ranks last in the assessment of scientific literacy. In reading, 62% of students fail to reach the basic proficiency level.

According to Savvides, 11 out of every 20 students in Cyprus struggle with mathematics, compared with 7 out of 20 in Europe. In science, he said, 52.11% of students experience difficulties, compared with 26% in the European Union.

The committee chair noted that a similar picture emerges from the final examinations conducted in Cypriot schools.

The Ministry of Education’s Response

Georgios Koutsidis, Acting Director of Secondary General Education at the Ministry of Education, Sport and Youth of Cyprus, emphasized that PISA does not fully reflect the work of schools. Nevertheless, the results raise questions about whether children are being given sufficient opportunities to acquire the necessary skills.

Koutsidis highlighted the importance of reducing the curriculum to allow more time for students to absorb new knowledge, develop reading comprehension, and strengthen their skills in mathematics and science. The ministry is studying international experience and seeking to facilitate the exchange of educational materials with Greece.

The Three-Year Programme

According to Cyprus Mail, a three-year programme for secondary education is being developed, with implementation scheduled to begin in January 2027. It will focus on reading comprehension, mathematics, and science, using PISA materials as well.

The pilot programme will be introduced in the second year of secondary school, and its results will be assessed. The materials will then be extended to students in the third year, while tasks will be made more challenging for students in the first year of upper secondary school.

Elena Gabriel, a representative of the Deputy Ministry of Research, Innovation and Digital Policy, stated that €14 million has been allocated for the digital transformation of education.

Universities’ Responses

Lefteris Clerides, Professor of Comparative Education at the University of Cyprus, described the PISA results as an indicator of the state of the education system, providing a basis for developing policies to improve learning outcomes. At the same time, he noted that directly linking assessment results to education policy is quite difficult.

Elena Papanastasiou, a lecturer at the University of Nicosia, stressed that the discussion should not be limited to analysing the results. According to her, the measures implemented in the education system need to be evaluated systematically. “If we do not evaluate what works and what does not over these years, we are moving blindly,” she said.

Nikleia Eteokleous, a representative of Frederick University, noted that substantial improvements and cooperation with other organizations are needed. Universities can support teachers’ professional development and help improve their skills.

Perceptions of Participation in PISA

Panayiotis Lysandrou, president of OLTEK, the trade union representing secondary education teachers, noted that increasing teaching hours does not necessarily improve learning outcomes, just as reducing the curriculum does not in itself guarantee improvement.

Kyriakos Mathaiou, the union’s vice-president, said that teachers had not been aware that their students were taking part in such assessments. According to him, both students and teachers often view participation as an obligation and nothing more.

The union’s vice-president proposed developing appropriate educational materials, following the example of Greece, to ensure that students are adequately prepared for the assessment. He also stressed the importance of teacher training and developing an appropriate methodology.

POED, an organization representing the education sector from preschool to university level, emphasized that a comprehensive education policy is necessary to achieve meaningful results.

A representative of the Confederation of Secondary Education Parents also expressed concern about the PISA results but stressed that they should not become the sole criterion for education reform. The representative cited Finland and Sweden as examples worth examining, noting the importance these countries place on reading books.

The Absence of a Comprehensive Plan

After the meeting, Chrysanthos Savvides, Chair of the Cyprus Parliament’s Education Committee, told reporters that MPs had put questions to the ministry in an effort to establish how it interprets the low results, how students are selected to participate in the assessment, and how the data obtained are used.

Political Parties’ Responses

Nikoleta Constantinou, an MP from the Democratic Rally (DISY), noted that the PISA results provide an opportunity to review decisions made in the education sector. According to her, the education system needs comprehensive, long-term, and systematic restructuring, as well as a national dialogue to develop a consistent education policy that remains in place regardless of changes in government. She emphasized the importance of measurable objectives, clear deadlines, and corresponding financial commitments in the state budget.

“If we once again limit ourselves to identifying the problem, that is not education policy; it is simply the management of impressions,” she said.

Christos Christofides, an MP from the AKEL party, criticized developments in the education sector over the past 15 years, expressing dissatisfaction that Cyprus had moved from below-average performance to the bottom of the rankings. In his view, the reasons include the absence of a comprehensive plan and the failure to provide educational conditions that meet children’s contemporary needs.

According to the MP, in a rapidly changing world, critical thinking, analysis, synthesis, the use of technology, empathy, personal development, and culture are becoming increasingly important. However, curricula continue to focus on rote learning and preparation for examinations.

Christofides proposed studying the experiences of Estonia and Finland.

Polis Anogyratis, an MP from the ELAM party, called on the Ministry of Education to develop a clear action plan with an implementation timetable and measurable outcomes. He emphasized the importance of teacher participation and cooperation with the ministry and the Pedagogical Institute. He also proposed placing educational materials on a dedicated digital platform and systematically incorporating PISA-related activities into school curricula so that students understand the purpose of the assessment and do not perceive it as a mere formal obligation.

Odysseas Michaelides, president of the Alma – Citizens for Cyprus movement, stated that international assessments should not be ignored, as they provide an opportunity to compare Cyprus’s education system with those of other countries. He cited Estonia and the United Kingdom as examples.

The Cypriot parliamentary committee plans to continue its discussions.