«Մեդիան հանուն կրթության» ՀԿ–ն հետևում է էթիկական լրագրության կանոններին։
Բողոքների դեպքում դիմել
Դիտորդ մարմին։
Photo: ITIF
The opportunities to train and recruit qualified mathematics and science teachers need to be expanded, as research shows that teachers with strong subject-matter knowledge are better equipped to teach these subjects and inspire students. This is one of the conclusions reached by the Washington-based Information Technology and Innovation Foundation (ITIF) in its analysis of the PISA 2025 results.
The think tank, recognized as a world leader in science and technology policy, draws attention to the fact that, rather than testing every 15-year-old, PISA assesses a representative sample of students selected to minimize bias and provide precise estimates of each participating country’s or economy’s performance.
One of the world’s best-known think tanks emphasizes that students’ proficiency in science and mathematics is essential to a country’s economic competitiveness, particularly in advanced technology industries.
Students who perform well in science and mathematics can develop the skills needed to become scientists, engineers, and other professionals in science, technology, engineering, and mathematics (STEM). These professionals are the ones who drive innovation, productivity, and economic growth.
“Despite the importance of these skills, U.S. students are not performing particularly well in science and mathematics, especially when compared with students in China, the United States’ principal geopolitical competitor,” ITIF warns.
Competition through PISA results
The 2025 results of the Programme for International Student Assessment (PISA) show that the United States significantly lags behind the Chinese jurisdictions participating in PISA in both science and mathematics. The researchers are particularly concerned that U.S. mathematics scores have declined since 2015, while the scores of the participating Chinese jurisdictions have improved substantially.
“Policymakers should therefore view improving U.S. science and mathematics performance not simply as an education issue, but as a key component of maintaining the nation’s long-term economic and technological competitiveness,” the foundation warns.
In its analysis, the Center for Strategic and International Studies (CSIS) also warns that persistent gaps in STEM education could reduce the number of students prepared to become the researchers, scientists, engineers, and teachers needed for future innovation. If not enough students develop strong knowledge and skills in STEM fields, the United States could face greater workforce shortages in advanced industries in the future. This, in turn, would make it more difficult for American companies to innovate and compete, particularly with China.
The country’s ranking
In 2025, among the 91 countries and economies participating in PISA, the United States ranked 13th in science and 27th in mathematics. Although these rankings may initially appear relatively high, U.S. performance lags behind that of several developed countries and economies. In science, the United States trailed Singapore, Taiwan, the United Kingdom, Canada, and Finland. In mathematics, it fell behind Singapore, South Korea, Estonia, Belgium, Lithuania, and Italy.
The United States also lagged considerably behind China, whose participating jurisdictions—Beijing, Shanghai, Jiangsu, and Zhejiang—ranked first in both science and mathematics in 2025. Researchers at the American think tank consider this gap particularly concerning, arguing that the United States is competing with China for global leadership in advanced industries and emerging technologies that are crucial to economic strength and national security.
