«Մեդիան հանուն կրթության» ՀԿ–ն հետևում է էթիկական լրագրության կանոններին։
Բողոքների դեպքում դիմել
Դիտորդ մարմին։
Photo by Armath FB page
The PISA 2025 report provides a range of data on the digital behaviour of students in Armenia. The findings show that students in Armenia use digital devices and AI chatbots for learning purposes more frequently than the OECD average. At the same time, the report makes clear that the use of technology does not, by itself, translate into better learning outcomes.
Digital Devices at School
Students in Armenia use digital devices for learning purposes at school for an average of 2.2 hours a day. The OECD average is 1.7 hours.
Digital devices are used for leisure at school for an average of 1.4 hours a day in Armenia, compared with 1.1 hours across OECD countries.
At the same time, fewer students in Armenia report being distracted by digital devices during lessons. 17% of students in Armenia said that their classmates are often distracted by digital devices during most or all science lessons. The OECD average is 28%.
Even so, the difference is visible in learning outcomes. In Armenia, students who reported being distracted by digital devices scored, on average, 12 points lower in science than those who did not report such distraction. Across OECD countries, the difference is 11 points.
Mobile Phone Use at School
PISA 2025 also examined restrictions on mobile phone use in schools.
In Armenia, 34% of students attend schools where mobile phone use is banned. The OECD average is 49%.
According to the OECD, students in schools where mobile phone use is not allowed are about 13% less likely to report being distracted by digital devices.
Artificial Intelligence in Students’ Learning
The use of artificial intelligence is one of the important new topics examined by PISA 2025.
46% of students across OECD countries said they use AI chatbots to help them learn at least once a week. In Armenia, the figure is 49%.
Students in Armenia also use AI chatbots more frequently for specific schoolwork tasks than the OECD average.
40% of students in Armenia said they use AI to draft text for writing assignments, compared with 29% across OECD countries.
36% use it to summarise texts, compared with an OECD average of 30%.
Another 36% use AI to conduct preliminary research on a new topic. The OECD average is 31%.
Only 10% of students in Armenia said they never or almost never use AI chatbots for any of the schoolwork tasks examined by PISA. The OECD average is 14%.
AI Does Not Always Help
However, these figures should not be interpreted to mean that students who use AI more frequently necessarily achieve better results.
The OECD emphasises in the PISA 2025 report that “How AI use relates to student performance is complex, varying with how students use it and what for.”
For example, students who use AI for specific schoolwork tasks — such as summarising texts, drafting text or conducting research — achieve lower science scores than students who do not use AI for these tasks.
The difference between these groups is, on average, around 20 points, in favour of students who do not use AI. According to PISA, this difference is roughly equivalent to one year of schooling.
By contrast, students who regularly use AI for general purposes have performance that is not significantly different from that of students who do not use it.
PISA 2025 also shows that students who use AI for general purposes and have opportunities at school to develop AI literacy tend to achieve slightly higher science scores.
However, there is also a risk of growing inequality. Opportunities to develop AI literacy are more common among students from more socio-economically advantaged backgrounds. According to the report, this may contribute to a growing AI divide.
Beyond Technology
The PISA 2025 report also places the use of AI in the broader context of students’ capacity to learn.
In a rapidly changing world, achieving strong academic results is not enough. Learning new skills, reskilling and continuing to learn throughout life also require motivation, agency and learning strategies.
Photo: pewresearch.org
PISA 2025 data show that different dimensions of students’ engagement in learning are associated with their performance and reinforce one another.
The environment in which children learn also matters. PISA highlights students’ sense of belonging at school, their understanding of the value of education, and the importance of safe, supportive and well-resourced learning environments.
76% of students across OECD countries reported that they feel they belong at school.
Relationships with families and teachers also play an important role in students’ engagement and performance.
Taken together, these findings raise one central question: Is the student using technology to learn, or is technology simply replacing learning?
As artificial intelligence becomes increasingly widespread, this distinction becomes even more important. Students need not only access to technology, but also the ability to use it critically and purposefully.
