Japanese students have achieved a historic milestone by ranking first among OECD member countries in all three categories—science, mathematics, and reading—of the Programme for International Student Assessment (PISA).
This accomplishment highlights their exceptional ability to apply knowledge learned in school to real-world problem-solving. However, behind this impressive performance lies a number of challenges. Students' capacity for self-directed learning is significantly below the OECD average, and the number of students lacking basic skills has actually increased.
PISA, conducted every three years by the OECD since 2000, assesses the reading, mathematics, and science competencies of 15-year-old students. It emphasizes the ability to apply learned knowledge to real-life situations rather than rote memorization. In the 2025 assessment, approximately 760,000 students from 91 countries and regions participated, including about 6,500 first-year high school students from Japan.
Japan ranked fifth in both science and mathematics and fourth in reading among all participating countries and regions. The only regions that outperformed Japan were Beijing, Shanghai, Jiangsu, and Zhejiang in China (which only includes these four regions) and Singapore, Taiwan, and Macau, all of which are non-OECD regions. South Korea ranked seventh in science and sixth in both reading and mathematics.
The Japanese education community welcomes these results as a sign of overcoming past shortcomings. Following a significant drop in rankings in 2003, known as the 'PISA shock,' Japan revamped its education policies. A Ministry of Education official told the Nihon Keizai Shimbun, "The consistent efforts of students have led to these results."
According to the Asahi Shimbun, the Ministry attributes the positive outcomes to the establishment of learning guidelines that emphasize problem-solving skills, the distribution of tablets to students to enhance digital learning environments, and a shift in classroom practices that encourage students to identify and discuss their own tasks.
Given Japan's large population, these results are particularly noteworthy, as most top-ranking countries and regions are smaller in size. Hiroyuki Masukawa, a professor at Aoyama Gakuin University, stated in the Yomiuri Shimbun, "Japan's ability to maintain a high ranking despite its large population is evidence that compulsory education reaches all corners of society."
However, a closer examination of the detailed results reveals that not all aspects are positive. A survey conducted alongside the academic assessments indicated that students' curiosity and self-directed learning abilities are below the OECD average. Only 59% of Japanese students responded positively to the question, "I enjoy finding out how things work," compared to the OECD average of 74%. Additionally, only 20.6% reported planning how to study in advance, and 30.2% said they try different methods if they feel their current study approach is ineffective, both significantly lower than the OECD averages by 16.7 and 14.1 percentage points, respectively.
The competitive entrance exam culture is cited as one of the reasons for this situation. A teacher from a private high school told the Asahi Shimbun that students are so focused on exam preparation that they lack the time to cultivate curiosity about what they are learning. There is a lot to memorize, but not enough time.
The issue becomes more pronounced after the entrance exams. In today's rapidly changing world, individuals must continuously adapt and learn new things. The ability to set personal goals and change study methods has become increasingly important. A Ministry of Education official expressed concern to the Asahi Shimbun that while Japan currently ranks among the best in the world, the lack of self-directed learning skills could hinder future progress.
Japanese adults also rank among the highest in learning capabilities globally, but this does not necessarily translate into high productivity. According to the OECD's 2024 Programme for the International Assessment of Adult Competencies (PIAAC), Japan ranked second in literacy and numeracy and first in problem-solving skills. This indicates that both 15-year-olds and adults in Japan are among the best in the world.
However, the Japan Productivity Center reports that in 2024, Japan's hourly labor productivity ranked 28th out of 38 OECD member countries, and per employed person, it ranked 29th, the lowest among the G7 nations. The Nihon Keizai Shimbun noted that academic achievement does not automatically lead to competitiveness, emphasizing the need for education that fosters curiosity, which drives innovation.
To address these issues, experts suggest changes in classroom practices. Norichika Yori Kazu, a professor at Nihon University, told the Nihon Keizai Shimbun, "Even once during the semester, teachers should refrain from giving immediate answers and instead create opportunities for students to deepen their thinking through repeated experiments," emphasizing the need for classes that allow students to learn through trial and error.
Another concerning issue revealed by the survey is the increasing number of students lacking basic skills. The lower achievement group consists of students who have not reached the basic level necessary to apply learned knowledge and skills to real-world problems. Japan's proportion of lower-achieving students remains below the OECD average. However, according to the Yomiuri Shimbun, this proportion has increased from 13.8% to 18.6% in reading, from 12.0% to 16.1% in mathematics, and from 8.0% to 11.3% in science compared to 2022. This is the first time all three areas have seen an increase. In contrast, the proportion of higher-achieving students remained similar to previous years.
The rise in lower-achieving students is also attributed to increased smartphone usage. An analysis of a national academic test conducted by the Ministry of Education this year found that the math accuracy rate for third-year middle school students who spend more than four hours a day on social media or videos was 48.7%, significantly lower than the 69.6% accuracy rate of those who spend less than 30 minutes. Hiroaki Mimizuka, an emeritus professor at Ochanomizu University, analyzed that the increase in gaming and social media usage has reduced the time available for self-directed learning, negatively impacting some students' academic performance.
Socioeconomic disparities in academic performance are also evident. Among the bottom 25% of students, 24.5% fell into the lower achievement category in mathematics, while only 7.5% of the top 25% did, a more than threefold difference.
Support for learning at home is also weaker than the OECD average. The proportion of Japanese students who reported that their parents help them with their studies is the lowest among OECD countries. Miyako Ikeda, a senior analyst at the OECD, noted that the number of families in Japan that support their children's studies is declining, particularly among socioeconomically disadvantaged groups.
How schools can assist students who lack support at home is another challenge. The Nihon Keizai Shimbun pointed out that in Japan, where grade retention is virtually nonexistent, many students who do not fully understand the material still advance to the next grade. The Ministry of Education plans to allow schools to flexibly adjust subject class times in the next learning guidelines, which will be gradually implemented after 2030, to secure time for individual instruction. This time will be used for teacher training, lesson research, and personalized guidance to enhance students' basic skills and foster their motivation to learn independently.
* This article has been translated by AI.
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