Concerns Over Educational Standards in Mexico
The recent results from the Programme for International Student Assessment (PISA 2025) reveal a troubling trend in the academic performance of Mexican students, particularly in mathematics, science, and reading. These findings indicate that Mexican students are performing below the average of their peers in OECD member countries, posing significant challenges for the nation as it seeks to develop a larger pool of professionals skilled in emerging technologies.
The PISA 2025 assessment involved approximately 760,000 15-year-old students across 91 countries and economies, evaluating their competencies in the aforementioned subjects. Notably, this edition introduced new evaluations focusing on English language proficiency and digital learning, alongside a segment addressing the use of artificial intelligence (AI) systems and electronic devices in educational contexts.
The overarching conclusions of the assessment serve as a stark warning: “Academic performance has continued to decline in OECD countries, reaching record lows in mathematics and reading. One in five 15-year-olds is now classified as underperforming in these subjects.”
Mathematics and Science Performance in Mexico
Specifically, the evaluation highlighted that only 50% of Mexican students are capable of identifying the main idea in a moderately lengthy text, locating specific information using complex criteria, and reflecting on the purpose and structure of reading materials when given specific instructions. This figure is significantly lower than the OECD average of 69%.
In terms of science, the data indicates stagnation in performance between 2022 and 2025. It is estimated that about half of the students assessed possess the skills to recognise correct explanations for common scientific phenomena and apply this knowledge to determine the validity of conclusions in straightforward situations based on available data. Once again, this proportion falls short of the general average, which stands at 74%.
Alarmingly, nearly no students achieved outstanding performance, identified by the study as levels 5 or 6 of competency. The OECD clarifies that students reaching these levels “can creatively and independently apply their scientific knowledge to a wide range of situations, including unfamiliar ones.”
The challenge becomes even more pronounced when considering the evident lack of mathematical competencies among students: only three out of ten can independently recognise and interpret how to solve simple situations, such as comparing two routes or converting prices between different currencies. The results for mathematics were the lowest recorded since 2022.
The Implications for Mexico’s Workforce
The clear deficiency in students’ mathematical and scientific skills suggests that Mexico may face severe difficulties in cultivating professionals capable of driving cutting-edge innovations. Furthermore, this educational lag poses a barrier to enhancing the country’s international competitiveness, as it indicates a workforce lacking the skills demanded by the labour market, particularly in areas such as AI management, programming, and data analysis, which are increasingly critical to the economy.
This educational shortfall stands in stark contrast to the federal government’s recent initiatives aimed at fostering various skills related to advanced technologies, which include programmes designed to increase the number of specialists in these emerging fields.
Argentina Faces a Critical Learning Crisis
Argentina’s educational challenges mirror those of Mexico, with alarming statistics revealing that eight out of ten students do not reach the minimum proficiency level (level 2) in mathematics as defined by the OECD. This level is essential for performing simple tasks such as solving basic equations or addressing everyday problems with a mathematical approach.
Similarly, in the domains of science and reading, 58% of the assessed youth also failed to meet the minimum performance threshold established by the international organisation. A statement from the Ministry of Human Capital acknowledged that these results highlight a critical learning crisis, attributing it to the failures of recent governmental administrations.
The Ministry noted that the dismal scores are part of a global trend of declining academic performance, but it emphasised that this alone does not account for the severity of the crisis. The results from PISA 2025 are directly linked to an educational culture cultivated over the years by previous administrations, which have adversely affected every sector of the educational system.
Colombia’s Performance and Educational Improvements
Colombia has experienced a decline in student performance for the third consecutive year across the three main subjects assessed. However, the decreases have been less pronounced than in other countries within the region. The OECD’s report attributes this trend, in part, to the country’s successful expansion of educational coverage for 15-year-olds.
The apparent drop in mathematics and reading skills is linked to the integration of more students from marginalised populations. In recent years, Colombia has improved the infrastructure of its educational institutions and extended the school day to provide supplementary training activities.
Despite these efforts, only 29% of Colombian students achieved basic mathematics competencies, compared to an OECD average of 65%. This trend was mirrored in reading, with 46% meeting the basic threshold against a 69% average, while in science, only half of the youths demonstrated minimum proficiency, contrasting with the global average of 74%.
Spain’s Decline in Academic Performance
The issue of low student performance is not confined to Latin America; Spain has also reported its lowest results since the inception of the OECD assessments. Approximately one-third of the evaluated students did not achieve the minimum performance thresholds in mathematics or reading as defined by PISA, and there is a slight downward trend in science scores.
The Spanish government has acknowledged that the period from 2022 to 2025 has seen an increase in the percentage of students performing at low levels and a decrease in those achieving high levels. However, this decline has been particularly pronounced in Spain compared to the OECD average.
PISA 2025 results indicate that Spanish youths scored 23 points lower in reading compared to 2022, while also showing declines of 16 and 8 points in mathematics and science, respectively. In all cases, these scores were beneath both the OECD average and the mean calculated for the entire European Union.
The Urgency of Addressing Declining Academic Performance
In light of the widespread decline in academic performance across numerous countries, OECD Secretary-General Mathias Cormann emphasised the urgent need to reverse this downward trend. He also cautioned that unsupervised use of new technologies could exacerbate the situation in future evaluations.
“Technology and AI can enhance learning and prepare young people for the future, but only if used judiciously, without compromising attention, effort, and understanding,” he stressed.
In this context, the OECD report does not advocate for the elimination of new technologies in the classroom. Instead, it recommends their careful use for clearly defined purposes and in moderation.