OneFootball's home page Search Settings Sign In Sign InJoinOfficial: Pisa join Sassuolo with promotion to Serie A after 34 years | OneFootballFootball Italia Pisa are officially promoted into Serie A after a 34-year absence, Pippo Inzaghi’s side securing their qualification for the top flight along with Sassuolo There are three teams who make the step up from Serie B every summer with two of them earning automatic promotion We already know the top two with two rounds left to play this season, because after Sassuolo guaranteed their spot, Pisa will now be joining them. The ball of Italian Serie A is pictured before the Italian Serie A football match between Juventus and Atalanta at the Allianz Stadium in Turin on March 10 (Photo by MARCO BERTORELLO / AFP) (Photo by MARCO BERTORELLO/AFP via Getty Images) There were wild celebrations despite the 1-0 defeat away to Bari today Check the Serie B results and standings here. It is a remarkable turnaround for Pisa, who had not been in Serie A since the 1990-91 campaign The fans are filling the streets around the iconic Leaning Tower awaiting the return of the squad and coach Filippo Inzaghi from Bari This is the third promotion into Serie A for coach Inzaghi who already made the step up with Venezia and Benevento Related NewsPippo Inzaghi Does It Again – Pisa Back to Serie A After 34 Years Serie A | Genoa 1-2 Milan – Leao impact for another Rossoneri comeback Serie A: Genoa vs. Milan – Confirmed line-ups ‘Every Metric We Track is Trending in the Right Direction’: Serie A’s Andy Mitchell on the League’s North American Boom What happens if two or more teams finish level on points in race for UCL spot in Serie A Crystal Palace 1-1 Nottingham Forest: Eberechi Eze scores as Eagles get ready to peak in FA Cup final Glasner will be content with his side’s performance against a team chasing Champions League qualificationCrystal Palace had their chances and could have nicked it late on, but a 1-1 draw... 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Please enable JS and disable any ad blocker Players lift Pisa manager Filippo Inzaghi as they celebrate the promotion of soccer team Pisa to the Serie A league after the match between Bari and Pisa of the Italian Serie B Italy — Pisa was promoted to the top tier of Italian soccer on Sunday for the first time in 34 years There were wild celebrations in Pisa despite the team’s 1-0 loss at Bari because third-placed Spezia also lost — 2-1 at Reggiana Pisa is guaranteed second spot in Serie B and automatic promotion to the top flight That means Serie A soccer will be returning to the Arena Garibaldi which sits practically in the shadow of the leaning tower of Pisa for the first time since the team was relegated in 1991 Pisa is coached by World Cup-winning forward Filippo Inzaghi the older brother of Inter Milan coach Simone Inzaghi Serie B champion Sassuolo secured promotion last month and will be joined by the winner of the playoffs which will be contested by teams that finish third to eighth The Newsday app makes it easier to access content without having to log in Unlimited Digital AccessOnly 25¢for 6 months Corrado told Radio Anch'Io lo Sport: "We appreciated this project with a planning that started from the structure of the company The sporting result has never been an obsession Haste would have harmed the continuity of the project "We know that Serie A has different values but we did not arrive in Serie A with a mature team We built this promotion through the young people discovered by our 80 scouts who travel around the world "Compared to other teams that also spent a lot in Serie B we have made more virtuously targeted investments we are the second team in the Serie B championship for number of players loaned to the national teams." Teams like Pisa can launch players and coaches We have been approaching to work together for several years but perhaps before the conditions were not ripe "I hope that Pippo will stay here for a while "But if we have become a training ground for players coaches and sports directors compared to more famous teams Metrics details The Program for International Student Assessment (PISA) is a vehicle for promoting students’ learning that plays a significant role in basic education reform globally Few studies have used the transnational academic achievements of PISA as evidence to systematically summarize the primary motivation behind PISA’s participation in global decision-making and the core issues of PISA’s impact on education reform we aimed to analyze findings from empirical research about the impact of PISA on global basic education policies and to provide an overview of the effects of PISA on global basic education reform The Social Sciences Citation Index (SSCI) and Scopus databases were searched for empirical research written in English A total of 85 studies were included in the review and systematically synthesized to determine the effect of PISA on global basic education reform PISA drives policy discussions on education quality and equity through its pursuit of educational quality PISA’s impact has extended far beyond its original function of measuring the quality of education among countries and it profoundly affects global education governance through ‘soft’ governance of the education system We present a specific mechanism model of PISA’s impact on the development of education policies that demonstrates the two-way interaction between PISA and education reform providing a theoretical reference for future academic research on education reform linked to PISA The Organization for Economic Development and Co-operation (OECD) proposed the Program for International Student Assessment (PISA) in 1995 and officially launched it in 1997 Studying the effect of PISA on education reform may provide an important reference to enable better understanding of the global education system and improvement of education policies and quality PISA survey data can be used to construct a macro measure of human capital to support the improvement of education systems in participating countries from an economic development perspective (OECD Germany experienced ‘PISA shock,’ later described as a decisive watershed in German education policy making Immediately after the publication of the PISA results at the end of 2001 Germany—under external pressure from PISA—put forward a comprehensive education reform agenda with at least three output-based reform norms directly linked to PISA: establishing education standards and centralized monitoring The effect was to strengthen school autonomy and expand empirical educational research and decision-making research confirms that policy responses of individual countries to PISA results cannot be attributed to a single actor but reflect tight networks of social relations and material conditions and policymakers’ definitions of policy conflict and convergence research has paid little attention to supra-national organizations or institutions and has not adequately analyzed the types of capital they can call on and their ability to influence nation-state policy—a process that deserves further exploration in the current era of globalization The empirical study of basic education policies informed by PISA has become a hot spot in the field of global comparative research on basic education policies to date there are no studies systematically summarizing the evidence of transnational academic achievements of PISA research to understand the motivation underlying PISA’s participation in global decision-making and the core issues of PISA’s impact on education reform this study aimed to analyze findings from empirical research about the impact of PISA on global basic education policies and to provide an overview of the effects of PISA on global basic education reform The study may serve as an information reference for empirical research on the effect of global basic education reform associated with PISA The following research questions were addressed: Research Question 1: What are the main characteristics of PISA impact policy research (research area Research Question 2: What are the core issues of PISA affecting education reform Research Question 3: What factors influence PISA’s effect under what conditions does PISA have an impact on national policy making The databases searched in this study included the Social Sciences Citation Index (SSCI) (Web of Science) and Scopus The main English language journals that contained relevant studies included the Oxford Review of Education International Journal of Science and Mathematics Education International Journal of Qualitative Studies in Education These journals are rigorously peer-reviewed and representative academic journals in the field of education The key search terms were (PISA OR ‘Program for International Student Assessment’) AND (‘education polic*’ OR ‘educational polic*’ OR ‘education reform’ OR ‘educational reform’) AND (‘impact*’ OR ‘influence*’ OR ‘effect*’ OR ‘consequence*’) Prisma diagram of the study selection process we divided empirical research methods into three categories: qualitative 49 adopted qualitative data analysis methods and 36 studies used mixed research methods Quantitative research data mainly came from the Trends in International Mathematics and Science Study (TIMSS) Qualitative research data included official policy documents issued by central government departments such as the Ministry of Education state media reports and political speeches relevant policy research and consulting reports of scholars engaged in education policy formulation and interview documents and data from government officials and experts and international comparative studies to analyze the effect of PISA on global basic education reform the included literature can be divided into evaluation effect literature and the quality evaluation methods adopted by different types of literature are different the quality of descriptive literature is judged according to the information source the correlation between the research purpose and research method As for the qualitative literature explaining the reasons there is no unified quality evaluation standard in the world This study mainly considers two aspects: The validity of the research (including whether the data collection method and analysis method are clearly explained the validity test of the data source and analysis process the validity test of the respondents on the data and whether the special or contradictory data are clearly described the relevance of the research (including whether the research results have new knowledge or theories proposed and whether the research results can be widely applied to the same type of people or other groups) Other population whether the findings can be generalized to similar environments This study further describes the 85 articles included in the analysis We analyzed the empirical results of the literature and explored the effect of PISA on global basic education reform Data analysis was executed in two steps based on the coding analysis individual articles were analyzed to identify the separate codes and create a specific codebook including regional distribution and core themes analysis was undertaken to address the research questions Data analyses were conducted by the authors and discussion took place until mutual agreement was reached Detailed descriptions of the analyses are given in the following sections and affective theoretical frameworks and critical discourse analysis are useful for analyzing textual materials to explore the effect of PISA on policy development and comparison Discourse analysis helps to deconstruct the structural relations of dominance and control between local and foreign countries a Illustrates the regional distribution analysis (top) and c represents time trends of the academic studies included in the review (bottom) The policy responses of nation-states to PISA scores and rankings within a given PISA cycle vary PISA’s official position is that the test results reflect the quality and equity of learning outcomes achieved across the globe this study also uses the analytical framework of ‘quality’ and ‘fairness’ to analyze the effect of PISA on basic education reform through PISA the OECD emphasizes a comprehensive assessment of students’ knowledge and skills in reading The PISA Competency Framework requires education systems to equip young people with the knowledge and tools they need to address challenges facing modern societies continued digitization of economies and societies The impact of PISA on the reform of basic education to improve the quality of education in countries manifests in three levels: macro The impacts at each of these levels are discussed in the following sections Educational equity was the second dimension we considered in recognizing the policy changes in PISA countries PISA is based on the principle that equitable education is key to achieving sustainable and inclusive growth The PISA definition of equity in education includes the two related concepts of inclusiveness and equity Inclusion is a measure of whether an education system ensures that all students acquire basic foundational skills Equity is related to students’ access to quality education and the extent to which background circumstances influence educational outcomes (OECD PISA’s equity framework focuses on whether a country or region’s education system can ensure that all students regardless of their background or circumstances the Act was related to the educational equity framework of PISA and the main policy measures adopted included: prioritizing primary education and basic skills identifying key knowledge and competencies by increasing basic cultural and civic education strengthening priority education for disadvantaged students improving the learning environment and school spirit in schools and continuing teacher professional development through the creation of colleges within universities top-reducing detailed governance and strengthening school autonomy were also important ways to promote fairness in the process schools and educational institutions can better meet the needs of students and parents respond more flexibly to local differences and provide a more equitable and diverse educational experience Reducing centralization helps democratize the education system and meet the needs of communities to explore the factors influencing the effect of PISA education reform the extent to which nation-states can implement reforms and take corrective action we should consider the interaction of historical and cultural factors in countries and regions and place national policy responses in the framework of the global education field there are at least two factors affecting PISA education reform whether PISA provides a new conceptualization method for national decision-makers whether it can justify the policy direction that has been chosen some scholars have started to pay attention to political factors in the application of PISA results This study systematically reviewed the literature on the impact of PISA on education reform and explored three core research questions in depth regarding the main characteristics of PISA affecting policy research we find that the research covers the macro involving the education systems of multiple countries and regions The research objects include policy documents educational reform measures and concrete implementation effects combining quantitative and qualitative analysis The conceptual framework and theoretical model mainly focus on the two core dimensions of “quality” and “equity” and explore how PISA can promote education reform by influencing the education system the core issues of PISA’s impact on education reform are mainly reflected in its advocacy of neoliberal educational values By providing internationally comparable data PISA prompts countries to rethink their education systems and take steps to improve the quality and equity of education PISA focuses not only on students’ knowledge and skills in reading and science but also on the real-life application of these skills and the impact of education systems on socioeconomic inequality the impact of PISA on national decision-making is constrained by a variety of factors These factors include the date of the PISA results the socio-economic and socio-political outlook of the ruling party globalization and changes in educational needs the role of international organizations in the global dissemination of policy paradigms and ideas and the prevailing framework of contemporary education policy are also important influencing factors the self-perception of the education system and environment also have a significant impact on PISA results the promotion effect of PISA on education reform is realized under the joint action of three levels: supranational and the specific effect depends on the comprehensive effect of these factors This systematic literature review explored the effect of PISA on global basic education reform by focusing on three core themes: the main characteristics of PISA’s impact on policy research Based on the value orientation underlying PISA the paper analyzed PISA’s impact on education reform and showed the two-way interaction between PISA and education reform Through building a specific mechanism model of PISA’s influence on the development of education policies this paper aimed to describe current empirical research on the effect of global basic education reform brought about by PISA The review will serve as an information reference for promoting future empirical analysis of the effect of global basic education reform based on PISA The proposed model for policy effect mechanisms We argue that to accurately understand the policy responses of nation-states (with their unique historical it is necessary to consider the responses of countries in the context of the global education field framework model That model comprises three levels of supranational political actors embedded in policy networks become important in shaping the actual political and policy agenda the supranational global education policy field) supranational organizations or institutions represented by the OECD (and the model societies established through their available capital) also have an indirect impact on national education policies and institutional contexts must also be considered The specific mechanism model of PISA’s impact on the development of education policies established in this study helps to show the two-way interaction between PISA and education reform reveal the internal mechanism of PISA’s impact on education reform and provide a theoretical reference for future academic research on the effect of education reform triggered by PISA The current scope of research on the effects of global basic education reform and PISA is mainly focused on European countries the review does not accurately reflect the situation in other regions and countries worldwide Such regional limitations prevent us from obtaining a full understanding of PISA’s effects on a global scale Cultural bias should also be considered regarding the selection of reference societies by nation-states and the process of external policy reference have sparked urgency in some Western countries to pay more attention to educational practices in Asia these Western countries may still be affected by cultural biases that cause them to prefer to look to non-Eastern cultural contexts for reference when studying PISA effects and global education reform we need to carefully consider the influence of regional differences and cultural factors to ensure that research findings and policy recommendations 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Scand J Educ Res. https://doi.org/10.1080/00313831.2022.2148273 Download references This study is funded by the Fundamental Research Funds for theCentral Universities (NO.1233300002) Institute of International and Comparative Education Substantial contributions to the conception or design of the work: Jian Li or interpretation of data for the work: Jian Li Guo; Drafting the work or revising it critically for important intellectual content: Jian Li Guo; Final approval of the version to be published: Jian Li and Eryong The authors declare no competing interests This article does not contain any studies with human participants performed by any of the authors Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations Download citation DOI: https://doi.org/10.1057/s41599-025-04403-z Anyone you share the following link with will be able to read this content: Sorry, a shareable link is not currently available for this article. Open navigationClose navigationHome All the major chapters in the American story from Indigenous beginnings to the present day History from countries and communities across the globe On December 15, 2001, Italy’s Leaning Tower of Pisa reopens after a team of experts spent 11 years and $27 million to fortify the tower without eliminating its famous lean. Though an initial attempt in 1994 almost toppled the tower, engineers were eventually able to reduce the lean by between 16 and 17 inches by removing earth from underneath the foundations. When the tower reopened on December 15, 2001, engineers predicted it would take 300 years to return to its 1990 position. Though entrance to the tower is now limited, hordes of tourists can still be found outside, striking the classic pose—standing next to the tower pretending to hold it up—as cameras flash. By: Sarah Pruitt Discover more of the major events, famous births, notable deaths and everything else history-making that happened on December 15th Following ratification by the state of Virginia, the first 10 amendments to the U.S. Constitution, known collectively as the Bill of Rights, become the law of the land. In September 1789, the first Congress of the United States approved 12 amendments to the U.S. Constitution and sent them to the states for ratification. The amendments […] After many years of successfully resisting white efforts to destroy him and the Sioux people, the Sioux leader and holy man Sitting Bull is killed by Indian police at the Standing Rock reservation in South Dakota. One of the most famous Native Americans of the 19th century, Sitting Bull (Tatanka Iyotake) was a fierce enemy […] 1917 A day after Bolsheviks seize control of Russian military headquarters at Mogilev, a formal ceasefire is proclaimed throughout the battle zone between Russia and the Central Powers. Immediately after their accession to power in Russia in November 1917, the Bolsheviks, led by Vladimir Lenin, had approached the Central Powers to arrange an armistice and withdraw […] On December 15, 1925, the New York Americans lose to the Montreal Canadiens, 3-1, in the formal opening of New York’s Madison Square Garden, which becomes one of the world’s most famous sporting venues. The game, played before 17,000 fans, is also the first NHL game played at the arena. “Garden Is Opened in a Blaze […] After departing from an airfield outside London on December 15, 1944, a single-engine aircraft carrying trombonist and bandleader Glenn Miller goes missing over the English Channel. Miller was traveling to France for a congratulatory performance for American troops that had recently helped to liberate Paris.  Miller, the biggest star on the American pop-music scene in […] General Douglas MacArthur, in his capacity as Supreme Commander of Allied Powers in the Pacific, brings an end to Shintoism as Japan’s established religion. The Shinto system included the belief that the emperor, in this case Hirohito, was divine. On September 2, 1945 aboard the USS Missouri in Tokyo Bay, MacArthur signed the instrument of […] In Tel Aviv, Israel, Adolf Eichmann, the Nazi SS officer who organized Adolf Hitler’s “final solution of the Jewish question,” is condemned to death by an Israeli war crimes tribunal. Eichmann was born in Solingen, Germany, in 1906. In November 1932, he joined the Nazi’s elite SS (Schutzstaffel) organization, whose members came to have broad […] Jean Paul Getty III, the grandson of American billionaire J. Paul Getty, is found alive near Naples, Italy, five months after his kidnapping by an Italian gang. J. Paul Getty, who became the richest man in the world in 1957, had initially refused to pay his 16-year-old grandson’s $17 million ransom but finally agreed to […] On December 15, 1973, Sandy Hawley becomes the first jockey to win 500 races in a single year. Born in Ontario, Canada, Hawley began working at Toronto race tracks when he was a teenager. He won his first race in October 1968 at Toronto’s Woodbine race track and quickly racked up more successes, becoming North […] On December 15, 1973, at a time when society often still views gay people as deviants, the American Psychiatric Association reverses a century-old decision, issuing a resolution stating that homosexuality it neither a mental illness nor a sickness. To underline the point, the association removes homosexuality from its influential reference tool, the Diagnostic and Statistical […] On December 15, 1974, Oakland’s Jim “Catfish” Hunter is ruled a free agent by arbitrator Peter Seitz—the first free agent in modern baseball history—after A’s owner Charles O. Finley fails to live up to terms of the star pitcher’s contract. “The contract is quite clear as to what Finley is obligated to do, and it is […] In one of the most dramatic announcements of the Cold War, President Jimmy Carter states that as of January 1, 1979, the United States will formally recognize the communist People’s Republic of China (PRC) and sever relations with Taiwan. Following Mao Zedong’s successful revolution in China in 1949, the United States steadfastly refused to recognize […] Legendary singer James Brown, also known as the “Godfather of Soul” and the “Hardest Working Man in Show Business,” becomes inmate number 155413 at the State Park Correctional Institute in South Carolina. Brown had had several run-ins with the law during the summer of 1988 that landed him on probation, but his reckless spree on […] Schindler’s List, starring Liam Neeson in the true story of a German businessman who saves the lives of more than a thousand Polish Jews during the Holocaust, opens in theaters. The film was nominated for 12 Academy Awards and took home seven Oscars, including Best Picture and Best Director. It was the first Best Director […] In a ceremony held in Baghdad on December 15, 2011, the war that began in 2003 with the American-led invasion of Iraq is declared officially over. The Mariana Trench remained undiscovered until a crew from the HMS Challenger unsuspectingly lowered a weighted rope into its immense depths. These iconic structures showcase the sleek geometry and lavish detail that defined early 20th-century architecture. In 1934, wind gusts of 231 miles per hour roared over the top of Mount Washington, rattling the weathermen who managed to record it. Get the story behind Dwight Eisenhower’s grueling, 62-day cross-country road trip that inspired the creation of the Interstate Highway System. We strive for accuracy and fairness. But if you see something that doesn't look right, click here to contact us HISTORY reviews and updates its content regularly to ensure it is complete and accurate Uncover fascinating moments from the past every day Learn something new with key events in history from the American Revolution to pop culture you agree to receive emails from HISTORY and A+E Global Media You must be 16 years or older and a resident of the United States Sign InJoinPippo Inzaghi Does It Again – Pisa Back to Serie A After 34 Years | OneFootballThe Cult of Calcio It was only a matter of time, but now it’s official – Pisa will play in Serie A after 34 years as Filippo Inzaghi guided the Nerazzurri to a runner-up finish in the second tier Nicholas Bonfanti’s winner in a 1-0 away defeat to Bari didn’t change anything for the Tuscan outfit as they became the second team to earn promotion after Sassuolo For the first time since declaring bankruptcy in the early 1990s, Pisa will compete in the Italian top flight. The last time they featured in Serie A was in 1990/91 under famous Ukrainian boss Mircea Lucescu Meanwhile, Inzaghi has reaffirmed his reputation as a ‘promotion’ specialist. The Pisa hero helped Venezia climb from Serie C to B in 2016/17 before navigating Benevento’s return to the top flight in 2019/20 this was an extraordinary season for the 51-year-old According to Calciomercato, Inzaghi has averaged more points in Serie B with Pisa than any other active manager with at least 50 games in charge the former Milan striker has established the Nerazzurri as one of the most exciting teams in Serie B Indeed, only Cremonese and Sassuolo have netted more league goals than Pisa (59) this season. Equally impressive on the opposite end of the pitch, Inzaghi’s men boast the division’s second-best defensive record behind Spezia, testifying to his meticulous approach and tactical balance that has turned Pisa into one of the most well-rounded sides in tier two Related NewsInzaghi reveals ‘hope’ regarding AC Milan after Pisa obtain promotion to Serie A Pippo Inzaghi Wishes Brother Simone ‘Best Of Luck’ In Inter Milan Vs Barcelona Clash After Guiding Pisa To Historic Serie A Promotion Inzaghi celebrates as Pisa promoted to Serie A for first time in 34 years – photo Pisa promoted to Serie A for first time in 34 years Official: Pisa join Sassuolo with promotion to Serie A after 34 years This website is using a security service to protect itself from online attacks The action you just performed triggered the security solution There are several actions that could trigger this block including submitting a certain word or phrase You can email the site owner to let them know you were blocked Please include what you were doing when this page came up and the Cloudflare Ray ID found at the bottom of this page Metrics details The COVID-19 pandemic resulted in significant disruption in schooling worldwide Global test score data is used to estimate learning losses by modeling the effect of school closures on achievement by predicting the deviation of the most recent results from a linear trend using data from all rounds of PISA Mathematics scores declined an average of 14 percent of a standard deviation Losses are greater for students in schools that faced relatively longer closures Educational losses may translate into significant national income losses over time International reading scores declined by an average of 33 percent of a standard deviation equivalent to more than a year of schooling Losses are greater for disadvantaged students there has only been one international student assessment It covered only fourth grade students in just 55 countries In this paper we examine the impact of schooling disruptions on student mathematics internationally comparable student achievement tests from the OECD’s Program for International Student Assessment (PISA) study These assessments have been conducted every three years since 2000 with the latest implementation in 2022 collecting student results after the school closures caused by the COVID-19 pandemic the data explored in this study represent 175 million 15-year-old students in 72 countries By combining data from previous rounds and the post-COVID round for countries that have over-time data we can see the evolution of mathematics and science scores before and after COVID-19 We model the effect of closures on achievement by predicting the deviation of the most recent results from a linear trend in mathematics While we focus on mathematics as it is the most reliable achievement measure in PISA 2022 we provide similar results for science and reading To compare countries with shorter and longer school closures we use information from students and principals on how long their schools were closed during the pandemic We also use UNESCO data on school closures (full closures and full or partial closures) All measures of the length of closures were recoded into the number of weeks We compare results on these four measures to check robustness of the findings to the definition of school closure and data source We estimate each country’s linear trend separately and include country-level fixed effects to control for unobserved time-invariant country characteristics and we also control for country-averages of these indicators to exclude any potential biases arising from changing student samples We perform multiple robustness checks to see if our results hold depending on regression specifications and data selection We also run placebo tests to see if our regression model identifies similar effects assuming false-treatment in other years The pandemic could affect students in different ways after estimating the overall effect of the pandemic on achievement we use information on the number of weeks of school closures to show how achievement differs from the time trend depending on the country-average school closure duration we capture the departure of achievement in 2022 from country-specific time trends assuming no school closures and separately the difference in achievement change per week of closures We also test for differences in the impact of the pandemic on boys with girls as a baseline immigrant students with natives as a baseline or students with different socioeconomic backgrounds we investigate heterogeneity in the impact of school closures by achievement level using unconditional quantile regressions this means that on average across around 70 countries students lost an equivalent of more than 7 months of learning The length of school closures is associated with the estimated learning loss The regression estimates are presented for the four models with different variables measuring school closures using UNESCO data on (a) full and the PISA data from (c) students and d principals The results are consistent across the four definitions of school closures showing that students in countries with the shortest closures (10th percentile of all participating countries) lost around 8–10 points or 9–12% SD Students in countries with average closures lost around 12 points (13–14% SD) while students in countries with the longest closures (90th percentile) lost 15 points or more (17–23% SD) Two things are worth noting when looking at the estimates in Fig. 1 the learning losses increase with the length of school closures This shows that the achievement decline is associated with school closures and not only the overall impact of the pandemic on students the four measures provide similar results when comparing relative standing of countries in terms of the length of school closures Countries with the shortest closures experienced relatively small losses Countries with average length of school closures experienced losses of 13–14% SD The pandemic and school closures could affect students of different backgrounds differently could lead to differences in how students learned during the pandemic We re-estimate the main models with separate time trends for groups of students and test whether the departure from the linear time trend in 2022 and the effects of the length of school closures significantly vary between groups While boys and immigrant students experienced a lower learning loss compared to girls and natives, nevertheless, longer school closures had a more negative effect on both groups (see Supplementary Table 4) each week of school closures was associated with 0.17 or 0.15 points of additional decline in achievement for boys At around 40 weeks of full school closures the overall learning loss for boys is the same as for girls and increases for longer closures Students with an immigrant background lost 0.33 points with every week of full school closures and while in countries with shorter closures their learning loss was smaller for countries with around 25 weeks of closures their learning loss is equal to that for natives the relationship between achievement and student socioeconomic background became slightly stronger The slope of the ESCS index measuring socioeconomic status in PISA increased by 2.62 points the last time mathematics was the main domain before the pandemic the OECD average slope was around 39 points the pandemic increased socioeconomic inequality as measured by the ESCS regression slope by around 7% every week of full school closures diminished this increase by 0.12 points It means that socioeconomic disparities increased only in countries with relatively short closures and for countries with longer closures the pandemic decreased the relationship between socioeconomic background and mathematics achievement For countries with more prolonged closures the declines are more significant among the lowest-achieving students the best-achieving students lost around 8–9 points the loss ranges from around 14 points in the countries with the shortest closures but increases to 24 in countries with the most prolonged closures the loss ranges from 8 points in the countries with the shortest closures to 33 points in countries with the most prolonged closures the learning loss increases with the length of school closures for the average- and the lowest-achieving students but is similar across countries for the best students one could expect similar changes caused by the pandemic in these two domains In reading, the overall impact of the pandemic is similar to that for mathematics (Supplementary Table 5) the effects associated with school closures tend to be similar the overall effect of the pandemic is insignificant The results for reading and science should be interpreted with caution The negative trends in student achievement started before the pandemic cannot be applied without doubts to reading and science Our robustness checks for reading and science results confirm that indeed in these two domains the time trends are not linear and one cannot distinguish between the effects of the pandemic and the long-term decline in achievement What causes these long-term declines is beyond the scope of this paper We can only note that both reading and science were minor domains in PISA 2022 meaning the measurement of student achievement was less precise than in mathematics The placebo test checks the robustness of results by estimating similar regression models for a time trend departure for every year before the pandemic The figure shows estimates for each year with 95% confidence intervals This indicates that PISA mathematics results were stable before the pandemic and that the decline in 2022 was not accidental we present the main estimates only and descriptions of the regression model applied Full results are available upon request from the authors We estimate the global impact of COVID-19 on student learning on standardized tests over time We model the effect of closures on achievement by predicting the deviation of the most recent results from a linear trend in mathematics and science achievement using data from all rounds COVID-19-induced school closures led to significant student learning losses Math scores declined from 2018 to 2022 by an average of 12 points roughly equivalent to 7 months of learning Larger declines are recorded for students in schools that faced relatively longer closures and for lower-achieving students while countries with the longest closures experienced losses of around 20% of a SD each week of school closures was associated with 0.15–0.17 points or around 0.2% of a SD of additional decline in achievement for boys Students with an immigrant background lost 0.33 points or 0.4% of a SD with every week of full school closures and while in countries with shorter closures their learning loss was smaller for countries with around 25 weeks of closures their learning loss is like the learning loss for natives Distributional analyses reveal significant differences in the learning losses between students at different achievement levels in countries with the most prolonged school closures For countries with below-average lengths of school closures the learning loss is more extensive among the average students and even more considerable among the lowest achievers Internationally comparable achievement data in mathematics and science come from the OECD’s Program for International Student Assessment (PISA) with only a longer four-years break between 2018 and 2022 due to the pandemic Databases include results of 15-year-olds coming from eight cycles of testing including data from 100 countries and economies We use data from 72 countries with results available at least from 2022 and one round of assessment before the pandemic Our sample includes more than 3 million students participating in all rounds Summary statistics for student achievement and sample size across 2000 and 2022 are presented in Supplementary Table 1 These data differ from those presented in official PISA reports as we included only countries for which trends could be estimated While scores in all domains tend to decline these are not directly comparable since different countries participated in each round The sample sizes also vary across domains as in different years results for some countries were withdrawn in single domains due to technical issues the results cannot be simply compared across time to analyze achievement trends and we propose a regression framework adjusting for time-invariant country characteristics and for country-specific time trends PISA data also include detailed characteristics of students and their schools and immigrant background to explain differences in achievement scores but also to control for possible changes in student samples across time The PISA measure of socioeconomic status (ESCS) is an index measuring student family economic We use scores that were equated to 2015 to make them comparable across cycles we use student-level variables as typical control variables but also country averages for every cycle to adjust for sample and population changes over time we use information from students and principals to estimate length of school closures and to analyze policies and practices implemented during remote education students and principals were asked for how long their schools were closed due to COVID-19 We recoded their responses to the number of weeks of school closures Descriptive statistics for the four measures of the length of school closures caused by COVID-19 are provided in Supplementary Table 2 All measures are correlated (from 0.6 to 0.8) but as the definitions and data collection modes vary None of the measures is perfect and can be taken as preferred over others The length of full closures as reported by UNESCO is probably the best objective measure but it limits comparisons to closures of all schools in the whole country while many countries relatively quickly decided to close schools only when necessary it does not differentiate between levels of education even if in some countries decisions were different for primary and secondary education The second measure from UNESCO includes partial closures but does not differentiate between weeks when only one school was closed in a country and weeks when PISA-provided data reflect the intensity of closures in every country as they are calculated as the average across students and schools these data are self-reported relying on people’s memory and their understanding of what school closure means while principals report closures for their schools many students taking PISA in 2022 where in different schools during the pandemic in primary schools that could experience different closures and k countries with n equal to the number of countries D equals 1 for 2022 data collected after the pandemic and zero for previous years; \(\beta\) captures the country-specific time trend in student achievement and \({X}_{i}\) is a vector of socio-demographic variables at a student and country level (gender \(\tau\) is our estimate of interest capturing the average departure of achievement in 2022 from the long-term trends in different countries we try different regression specifications We compare these results to see if the main estimates of the learning loss are robust to different regression and sample specifications We estimate the following regression model: but the interaction term between a dummy denoting 2022 data and a measure of the length of school closure in weeks provides an estimate of how the departure in 2022 depends on the length of closures \(\tau\) captures the departure of achievement in 2022 from country-specific time trends assuming no school closures it captures the impact of other factors than school closures that affected students during the pandemic which captures the difference in achievement change per week of closures we use four measures of the length of school closures: (1) UNESCO full closures; (2) UNESCO full and partial closures; (3) PISA student reported closures; and (4) PISA principal reported closures All are expressed in terms of weeks of school closures We use \(\tau\) and \(\pi\) to calculate the learning loss for countries with shorter or longer school closures comparing results at the percentiles of each school closure measure reported This model can be further expanded to test for differences in the impact of the pandemic on boys with girls as a baseline or students with different socioeconomic background we add interaction terms between all variables in the regression model above and individual student characteristics the estimated coefficient for the interaction between \({D}_{2022}\) and a dummy for boys shows the differential impact of the pandemic on boys after controlling for separate time trends by gender in each country the interaction term between a dummy for boys and \({D}_{2022}* {{weeks}}_{k}\) shows how boys were differently affected by weeks of school closures We also use this model to test if actions taken during the pandemic alleviated the impact of school closures we interact with \({D}_{2022}\) and \({D}_{2022}* {{weeks}}_{k}\) with several PISA indicators capturing school and student support and action during the COVID-19 pandemic As these indices are reported on different scales and we estimate whether the learning losses were greater or smaller in average and high categories compared to this baseline All data analyzed in this paper are publicly available. All PISA datasets are available on the OECD website https://www.oecd.org/en/about/programmes/pisa/pisa-data.html#databases. UNESCO data are available at https://covid19.uis.unesco.org/global-monitoring-school-closures-covid19/ The supplementary information file provides Stata code to estimate the main results from the public use PISA and UNESCO data Measuring human capital using global learning data World Development Report 2018: Learning to Realize Education’s Promise Learning Losses during the COVID-19 Pandemic: evidence from Mexico Exacerbated Inequalities: the Learning Loss from COVID-19 in Italy Learning loss due to school closures during the COVID-19 pandemic Pandemic schooling mode and student test scores The effect of school closures on standardised student test outcomes Capturing the educational and economic impacts of school closures in Poland How I lost faith in one of education research’s classic results Measurement artifacts and what we can know in spite of them The effects of summer vacation on achievement test scores: a narrative and meta-analytic review Assessment in the time of COVID-19: understanding patterns of student disengagement during remote low-stakes testing A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic Learning loss during COVID-19: an early systematic review Effects of COVID-19-related school closures on student achievement: a systematic review Effects of pandemic-related school closures on pupils’ performance and learning in selected countries: a rapid review An analysis of COVID-19 student learning loss Oxford Research Encyclopedia of Economics and Finance (Oxford Inequality in the effects of primary school closures due to the COVID-19 Pandemic Singh, A., Romero, M. & Muralidharan, K. COVID-19 learning loss and recovery: panel data evidence from India. J. Hum. Resour. https://doi.org/10.3368/jhr.0723-13025R2 (2024) The COVID-19 cost of school closures in earnings and income across the world Global learning loss in student achievement: first estimates using comparable reading scores School closure policies and student reading achievement: evidence across countries The learning gain over one school year among 15-year-olds: an international comparison based on PISA PISA 2022 Results (Volume I): The State of Learning and Equity in Education Reading achievement progress across countries The High Cost of Low Educational Performance (OECD Publishing Simulating the potential impacts of COVID-19 school closures on schooling and learning outcomes: a set of global estimates What do changes in state test scores imply for later life outcomes The uphill battle: the amplifying effects of negative trends in test scores COVID19 school closures and teacher shortages Department of Economics Discussion Paper Series Apart but connected: Online tutoring and student outcomes during the COVID-19 pandemic Online tutoring works: Experimental evidence from a program with vulnerable children ESADE Center for Economic Policy and School of Public Policy Working Paper (2022) Experimental evidence on learning using low-tech when school is out Building resilient education systems: evidence from large-scale randomized trials in five countries National Bureau of Economic Research Working Paper Live tutoring calls did not improve learning during the COVID-19 pandemic in Sierra Leone Effective programs for struggling readers: a best-evidence synthesis in: Building a More Resilient US Economy (ed Kearney M.S. Surprising new evidence on summer learning loss Higher chronic absenteeism threatens academic recovery from the COVID-19 pandemic Post COVID-19 test score recovery: Initial evidence from state testing data Learning loss in vulnerable student populations after the first Covid-19 school closure in the Netherlands The impact of Covid-19 on student achievement: evidence from a recent meta-analysis A meta-analysis of the impact of COVID-19 on student achievement The educational consequences of remote and hybrid instruction during the Pandemic UNESCO. https://covid19.uis.unesco.org/global-monitoring-school-closures-covid19/ (2023) UNESCO. Global Monitoring of School Closures caused by the COVID-19 Pandemic: Methodological Note. https://covid19.uis.unesco.org/global-monitoring-school-closures-covid19/ (2023) Download references This research was supported by the National Science Centre under research project no UMO-2021/42/E/HS4/00305 The authors thank the World Bank for their support but maintain that the comments in the work are the authors’ and should not be attributed to the World Bank The authors thank the reviewers and editor for their useful comments Maciej Jakubowski & Tomasz Gajderowicz All authors have read and approved the manuscript estimated results related to the learning loss in achievement and drafted the results and methods sections helped with the data preparation and statistical analyses and drafted the section related to economic impact provided feedback on the methods and results Download citation DOI: https://doi.org/10.1038/s41539-025-00297-3 a shareable link is not currently available for this article Sign up for the Nature Briefing newsletter — what matters in science The server is temporarily unable to service your request due to maintenance downtime or capacity problems three do not have basic math skills and two do not have basic reading skills Recently, the OECD released findings from the second wave of a cross-country study measuring adolescent students’ other broad set of foundational skills — their socioemotional skills: the 2023 Survey on Social and Emotional Skills (SSES) What does the survey tell us about these skills of Latin American adolescents for managing personal and social situations The SSES measures 15 skills across 5 domains: The measures consist of the aggregation of students’ degree of agreement with statements about themselves such as “I stay calm even in tense situations” Since students live in different cultures and contexts they can reflect differently on these subjective statements which prevent meaningful cross-site comparisons of average scores and levels of proficiency surveys like SSES are designed to compare differences across subgroups and over time 1.     Global factors seem to have hindered adolescents’ socioemotional skills 10- and 15-year old students in Bogota had lower levels of most socioemotional skills than their  peers of the same age in 2019 (Bogota is one of the only two cities that participated in both SSES waves The greatest drops were seen in open-mindedness skills (curiosity Girls experienced greater reductions in emotional control This negative trend is concerning as students with higher curiosity have better grades in reading students with higher open-mindedness skills are also more likely to have more ambitious educational and career aspirations and to participate in career development activities (e.g The decrease in socioemotional skills between 2019 and 2023 was also observed in Helsinki, suggesting that global factors like the COVID-19 pandemic and the economic instability that followed are the main suspects, just as school closures during COVID-19 hampered learning The results might also be linked to the global decline in youth’s mental health and their increasing use of smartphones and social networks which are prone to isolate youth and divert them from offline creative or social activities 2.     Socioemotional development is a bumpy road 10-year-olds had higher scores in most socioemotional skills than 15-year-olds the most strongly linked to health and well-being outcomes Though it is true for all 5 cities that have data for both age groups the two Latin American cities have the largest gaps This finding confirms that skills development is a cumulative but not linear process, and aligns with data from California on students’ socioemotional skills between grades 4 and 12 and adolescents pay more attention to how they compare to their peers which may lead them to view themselves less favorably by contrast to more optimistic younger children 3.     Gender gaps appear earlier in Latin America 15-year-old girls report lower levels of emotional regulation skills (stress resistance as well as energy and sociability than boys These gender gaps are seen in most surveyed sites girls’ lag in those skills are larger in Latin American sites for 15-year-olds and are already observed among 10-year-olds in Bogota and Sobral girls report higher levels of some socioemotional skills compared to boys but this was not true for most Latin American sites 4.     Gaps between poorer and richer students vary across sites The SSES findings might differ from the other studies because 15-year-old students represent only a subset of this age group as poorer adolescents are more likely to have dropped out school by the time they reach 15 The 2023 SSES provide a worrying signal that many Latin American adolescents who have experienced unprecedented disruption of their learning lack the socioemotional skills to enter adulthood in a challenging world The SSES is a welcome new effort to measure skills that matter among adolescents Let’s hope it will have the same influence as its older sibling in putting valuable skills on top of the education policy agenda Subscribe and receive a weekly article Thank you for choosing to be part of the Latin America and Caribbean community The latest blog posts and blog-related announcements will be delivered directly to your email inbox Metrics details It is acknowledged that there are close relations among students’ subjective well-being it is a dearth of exploring students’ subjective well-being and belonging during the COVID-19 pandemic using a large-scale data with comparative perspectives this study used Program for International Student Assessment (PISA) 2018 and 2022 data to explore the factors that influenced students’ subjective well-being (SWB) in six countries and regions (the United Arab Emirates China) and examine changes in these factors from 2018 to 2022 153,052 students were assessed in 2018 and 2022 of which 78,257 were assessed in 2018 and 74,795 were assessed in 2022 The results showed that students’ SWB was significantly lower in 2022 than in 2018 Individual factors had the greatest influence on students’ SWB and this influence increased from 2018 to 2022 The influence of family factors also increased during this period whereas the influence of school factors decreased The factor that was most closely related to SWB changed from parent-child relationships (2018) to students’ health level (2022) which significantly predicted students’ SWB School bullying had a significant negative impact on students’ SWB and the need to repeat the grade had a weak negative impact on SWB school belonging played a mediating role in the relationship between bullying and students’ SWB and the influence of students’ family economic status on their SWB was moderated by students’ peer relationships This study also contributes to timely and effective educational and psychological interventions and implications for students’ subjective well-being and belonging under similar public health emergencies globally Those authors defined subjective and objective indicators in contemporary research to detect happiness and proposed a seven-dimensional model of student happiness: school conditions the OECD’s focus on happiness shifted from mere ability input to the whole of students’ lives reflecting an emphasis on the all-round development of students’ happiness PISA 2018 divided happiness into four dimensions: overall life happiness Overall life happiness only encompassed subjective indicators and off-campus happiness contained both subjective and objective indicators The PISA 2018 questionnaire adopted the self-report questionnaire method In addition to measuring happiness in different dimensions PISA 2018 also offered suggestions for a composite happiness index social happiness comprised on- and off-campus happiness and subjective happiness involved life satisfaction PISA 2022 continued the well-being measurement framework and measurement methods used in PISA 2018 but made overall improvements and adjustments to some items in the questionnaire based on students’ learning and living conditions during the COVID-19 period The regular student well-being questionnaire included a health and well-being sub-module with questions about students’ overall life satisfaction and potentially problematic online behaviors (e.g. spending a lot of time on social networks/video games) The first question was directly related to students’ SWB and the latter two questions aimed to understand the impact of online activities on students’ health and well-being four group factors; one general factor) and score reliability using contemporary sample data They discovered that fewer items could be utilized to effectively gauge school-specific subjective wellbeing as reported by adolescents but native students performed better in terms of positive impact at school and social contact with parents positively impacted students’ mathematical literacy with a greater impact from school to life satisfaction The correlation analyses showed that most EI facets were positively related to satisfaction with life and negatively with both types of violence bullying and cyberbullying victims and bully-victims scored lower in satisfaction with life and most EI facets use of emotions and regulation of emotion were the best predictors of life satisfaction in bully–victims of bullying and cyberbullying This study offers several potential scientific contributions as follows: first there is a dearth of exploring students’ subjective well-being The previous research on students’ well-being has mostly focused on cross-sectional studies or longitudinal studies with shorter time spans before or after the pandemic with few comparative studies on the performance of students’ subjective well-being and its influencing factors before and after the pandemic this study contributes mitigating the research gap regarding to examining the factors that influenced students’ subjective well-being (SWB) in different countries and regions especially figuring out the changes in these factors from a time span the samples selected in previous studies are mostly limited to one or several countries (regions) in proximity with few large-sample studies on a global scale Compared with the previous published research this study expands the countries and regions this study also contributes to enriching and expanding the dimensions and influencing factors of identifying the idea of students’ subjective well-being (SWB) the previous studies on the influencing factors of students’ happiness focus on one specific aspect lacking a comprehensive consideration of various influencing factors for the previous publication regarding to students’ subjective well-being the exploration of the relationships between influencing factors is somewhat insufficient especially regarding the relationship between school bullying Compared with the published related research this study brings multiple influencing factors that contributes to providing a more holistic viewpoint All above mentioned potential scientific contributions of this study is presented and analyzed in this study this study utilizes data from the Programme for International Student Assessment (PISA) in 2018 and 2022 to identify the influencing factors of students’ subjective well-being in six countries and regions (United Arab Emirates The core focus of this study is the level of subjective well-being of students who participated in PISA 2018 and PISA 2022 as well as the changes in performance and influencing factors between 2018 and 2022 and the relationships between these factors The guiding research questions of this study are as follows: Q1: What are the characteristics of students’ subjective well-being (SWB) in PISA 2018 and PISA 2022 and family factors affect students’ subjective well-being (SWB) in PISA 2018 and PISA 2022 Q3: What are the relationships between different influencing factors What are the differences between their performance in PISA 2018 and PISA 2022 Along with the previous literature review and research questions Question 1 aims to provide a comprehensive presentation of the actual situation of students’ subjective well-being in PISA 2018 and PISA 2022 not only describing the data for 2018 and 2022 separately but also comparing the differences between the two years to observe whether there have been changes in students’ subjective well-being before and after the pandemic Question 2 primarily explores what factors influence students’ subjective well-being what their characteristics were in 2018 and 2022 Are there differences between the different years Question 3 mainly discusses the relationships between influencing factors based on the actual situation of research paths and related factors found in previous surveys on subjective well-being Along with the previous studies and in response to Research Question 3 this study proposes the following two research hypotheses H1: School belongingness mediates the impact of school bullying on students’ subjective well-being H2: The quality of students’ intimate relationships (including peer relationships and parent-child relationships) moderates the relationship between family socioeconomic status (ESCS) and students’ subjective well-being students’ life satisfaction was recoded using a scale from 1 to 4 in accordance with the PISA assessment instructions: 1 = “not satisfied,” 2 = “somewhat satisfied,” 3 = “moderately satisfied,” and 4 = “very satisfied.” In the PISA analysis framework, life satisfaction is a core element of SWB (OECD 2023) the PISA 2022 SWB measurement was solely based on “overall life satisfaction”; therefore this was the only indicator of SWB used in this study Measurement of overall life satisfaction classified students’ SWB into four categories “dissatisfied” (0–4) The six countries (regions) included in this study (UAE China) showed significant differences between students’ SWB in 2018 and 2022 (t = 28.731 The mean SWB of students in 2018 (2.91 ± 1.044) was significantly higher than that in 2022 (2.75 ± 1.037) with an effect size (Cohen’s d) of 0.154; as this was less than 0.2 Students' subjective well-being is divided into four levels with blue color indicating "Not satisfied (< 5)" orange color indicating “Relatively satisfied (5–6)” and yellow color indicating “Moderately satisfied (7–8)” and the green color means "Highly satisfied (9–10) Independent samples t-tests were performed for continuous variables and chi-square tests were used for categorical variables. Academic achievement (mathematics, reading, and science achievement) was not compared using an independent samples t-test because of changes in the measurement standards between the two datasets (Table 4) a represents meditating analysis for PISA 2018; (b) represents meditating analysis for PISA 2022 students were significantly less bullied in 2022 than in 2018 (t = 56.712 p < 0.001); the Cohen’s d value was 0.309 which showed the largest effect size among all factors p < 0.001) and teacher-student relationships (t = 55.551 p < 0.001) had significantly decreased compared with 2018 The Cohen’s d values for both variables were less than 0.2 Pearson’s chi-square test results for the need to repeat the grade showed that the rate of repeat students was significantly lower in 2022 than in 2018 (14.5% vs The Cramer’s V value was 0.058 and the effect size was small students’ family economic status was significantly higher in 2022 than in 2018 (t = −24.371 whereas students’ parent-child relationships were significantly lower in 2022 than in 2018 (t = 61.576 The total explanation rate of all factors influencing SWB in 2018 was 22.9% the R2 values for changes in the influence of personal factors all variables had significant effects on SWB except mathematics and science literacy levels (p > 0.05 vs Reading literacy had a significant negative impact on students’ SWB (β = −0.085 all variables had significant effects on SWB (p < 0.01) p = 0.000) and the need to repeat the grade (β = −0.02 p = 0.000) had negative effects on students’ SWB family economic status had no significant impact on students’ SWB (p > 0.05) whereas parent-child relationships had a significant positive impact on students’ SWB (β = 0.192 The relationship between campus bullying and students’ SWB was also affected by by mediating variables This study clarified whether campus bullying impacted students’ SWB through school belonging and examined the mediating effect of school belonging on students’ SWB With students’ school belonging as the mediating variable a regression model was established to test its mediating role in the impact of campus bullying on students’ SWB in PISA 2018 and PISA 2022 data Model 1 used campus bullying as the independent variable and students’ SWB as the dependent variable The regression coefficient for the independent variable was c = −0.199 which passed the significance test at the level of 0.001 (p < 0.001) The theory was based on the mediating effect and showed that for every unit increase in bullying The first step of the mediation effect test was completed school bullying was the independent variable and school belonging was the dependent variable The regression coefficient for the independent variable was a = −0.253 This showed that for every unit increase in bullying students’ sense of belonging to school decreased by 0.253 units with school belonging as the independent variable and students’ SWB as the dependent variable the regression coefficient for school belonging was b = 0.264 This passed the significance test at the level of 0.001 (p < 0.001) indicating a significant indirect effect; for every 1 unit increase in school belonging The mediating effect between the three variables was tested and the c value was −0.144 (p < 0.001) which suggested that the mediating effect of school belonging in the relationship between bullying and students’ SWB was significant in PISA 2022 data The analysis revealed that the model showed a partial mediation effect and the ratio of the mediation effect to the total effect was: effectm = ab/c = (−0.253) × 0.264/( − 0.199) = 0.336 The results of the mediation model testing showed that both the PISA 2018 and PISA 2022 mediation models were valid Campus bullying significantly negatively predicted students’ SWB and significantly positively predicted students’ school belonging School belonging significantly positively predicted students’ SWB When both bullying and school belonging were entered into the regression equation bullying significantly negatively predicted students’ SWB and school belonging positively predicted students’ SWB The relationship between students’ family economic status and students’ SWB was associated by students’ interpersonal relationships (i.e. The relationship between students’ family economic status and students’ SWB was associated their peer relationships The regression results for PISA 2018 data showed that students’ SWB was significantly impacted by their family economic status and interpersonal relationships (with peers and parents) and the interaction of these factors The regression equation was constructed as follows Among the variables affecting students’ SWB the main effect of family economic status was significant; the higher the family economic status The main effect of interpersonal relationships was significant Students with good relationships had higher SWB with these students showing higher SWB by 1 standard score and 0.364 points Interpersonal relationships had a significant moderating effect on students’ SWB (i.e. A higher interpersonal relationship score indicated students’ family economic status had a greater impact on their SWB The regression results for PISA 2022 showed that students’ SWB was significantly affected by their family economic status the main effect of family economic status was significant with a higher the family economic status indicating a higher level of SWB When the family economic status increased to one standard point higher than the average and a relationship score higher by 1 standard point increased SWB by 0.374 points and parents had a significant moderating effect on students’ SWB (i.e. The higher the interpersonal relationships score the greater the impact of students’ family economic status on their SWB The results of the adjustment model showed that the models for both PISA 2018 and PISA 2022 were valid Interpersonal relationships significantly positively affected both students’ SWB and the relationship between students’ family economic status and their SWB we found that the impact of family economic status on students’ SWB in PISA 2018 and PISA 2022 were completely opposite Family economic status negatively predicted students’ SWB in PISA 2018 but positively predicted students’ SWB in PISA 2022 This study contributes to addressing the gap in the literature by utilizing large-scale datasets and a comparative perspective to investigate the relationships between students’ subjective well-being and sense of belonging during the COVID-19 pandemic Previous research has predominantly focused on cross-sectional studies conducted before and after the onset of the pandemic our study compares PISA 2018 and PISA 2020 data for six countries (the UAE Our findings reveal a notable decline in students’ levels of subjective well-being in 2022 compared to 2018 with a notable reduction of 7.6 percentage points in the proportion of students reporting they are “very satisfied” with their lives Previous studies showed that social changes had a subtle impact on people’s psychology and behavior can therefore lead to lower levels of SWB among adolescents and may affect their mental health in the long term This empirical evidence underscores the profound effect of the pandemic on students’ emotional states and overall life satisfaction providing critical insights for educational stakeholders to address the well-being challenges faced by students in the post-pandemic era This is clearly a positive trend and may be attributable to the increased focus on and interventions for bullying it may also be related to students spending relatively little time in school during the COVID-19 pandemic Limiting bullying in schools must be a joint effort by policymakers This finding highlights the imperative for educational and health policies to integrate health promotion and mental health support recognizing the interplay between physical health and psychological well-being particularly in the context of global health crises Although academic achievement was one of the main activities in the life of 15-year-old students high academic achievement did not necessarily lead to higher life satisfaction and low academic achievement did not automatically translate into lower life satisfaction This comprehensive analysis offers insights into how different facets of a student’s environment and individual characteristics converge to shape their overall sense of happiness and contentment contributing to a nuanced understanding of the multifaceted nature of well-being in educational contexts demonstrating that when the school environment is transformed by increasing teacher and peer support more victimized students will have a more positive view of their school and experience less emotional distress This study had some limitations as follows although this study incorporated data from 2018 and 2022 the research design remains cross-sectional and unable to draw inferences related to causality Future studies can adopt a longitudinal research design to provide more detailed and accurate data determining the causal relationships relevant to this research in the field of education the research results are primarily based on a sample of 15-year-old adolescents from five countries and regions without an in-depth analysis of the differences between countries More contextual background analysis could be added in future studies The sample size could be expanded to perform cross-country and cross-culture analyses in further studies the age and region of the participants should be considered to enhance the representativeness of the research results further studies may explore the mechanisms influencing of students’ SWB and other school factors on students’ subjective well-being as well as the pathways in which these factors influence students’ subjective well-being and propose practical ways to improve students’ SWB and promote their healthy physical and mental growth it should be noted that while this study aims to better understand some of the influencing factors related to students’ subjective well-being during the COVID-19 pandemic it does not cover all objective factors that existed during the pandemic (for example different educational models in various countries and different related intervention measures) this study analyzed the changing trends of students’ SWB and associated influencing factors in the UAE We aimed to clarify the performance characteristics The results showed a significant difference in the SWB of students between 2018 and 2022 the factor that was most closely related to SWB changed from parent-child relationships to health level Individual factors had the greatest influence on students’ SWB and showed an increase and the influence of family factors increased Parent-child relationships significantly predicted students’ SWB and campus bullying significantly negatively impacted students’ SWB The negative impact of repeating grades on students’ SWB weakened from 2018 to 2022 whereas the mechanism by which academic achievement impacted SWB became more complex the analysis of the mediating and moderating effects showed that students’ school belonging played a mediating role in the relationship between bullying and students’ SWB this study provides profound insights into the alterations of students’ subjective well-being during the COVID-19 pandemic and the determinants thereof It directly informs educational and psychological intervention strategies such as incorporating enhancements of school belonging into anti-bullying programs and tailoring emotional support and family engagement approaches for students from diverse socioeconomic backgrounds These findings offer empirical grounding for educational policymakers and practitioners to develop more efficacious initiatives aimed at mental health promotion and well-being enhancement thereby addressing the psychosocial needs of students in a post-pandemic educational landscape The paper includes a dataset that has been deposited in the journal’s Dataverse repository. Harvard Dataverse https://doi.org/10.7910/DVN/UVLSIY Waters L (2016) Fostering school belonging in secondary schools using a socio-ecological framework Educ Developmental Psychologist 33(1):97–121 Rimpelä M (2002) Wellbeing in school: A conceptual model OECD (2019a) PISA 2018 Assessment and Analytical Framework Antaramian S (2017) The importance of very high life satisfaction for students’ academic success den Dunnen W (2016) Examining the independent protective effect of subjective well-being on severe psychological distress among Canadian adults with a history of child maltreatment OECD (2023a) PISA 2022 Assessment and Analytical Framework Ladd GW (1998) Children’s Interpersonal Behaviors and the Teacher-child Relationship Alsinet C (2024) Mental health among the general population and healthcare workers during the COVID-19 pandemic: A meta-analysis of well-being and psychological distress prevalence Segre G (2022) Psychological impact of the quarantine during the COVID-19 pandemic on the general European adult population: a systematic review of the evidence Casas F (2023) Bullying Victimisation and Children’s Subjective Well-being: A Comparative Study in Seven Asian Countries Social capital and student well-being in higher education Study of the Relationship of Bullying with the Levels of Eudaemonic Psychological Well-Being in Victims and Aggressors Casas F (2011) Subjective social indicators and child and adolescent well-being Chien C, Chen P, Chu P, Wu H, Chen Y, Hsu S (2020) The Chinese version of the Subjective Happiness Scale: Validation and convergence with multidimensional measures. J Psychoeducational Assess 38(2):222–235. https://doi.org/10.1177/0734282919837403 Singh N (2023) Measuring student well-being in adolescence: proposal of a five-factor integrative model based on PISA 2018 survey data Lipinski J (2010) A preliminary study of bully and victim behavior in old-for-grade students: Another potential hidden cost of grade retention or delayed school entry Gurba E (2021) Does reflection on everyday events enhance meaning in life and well-being among emerging adults Self-efficacy as mediator between meaning in life and well-being Int J Environ Res public health 18(18):9714 Botchwey N (2020) Understanding subjective well-being: perspectives from psychology and public health Valentini F (2023) Bullying Victimization and Mathematics Achievement Among Brazilian Adolescents: Moderated Mediation Model of School Subjective well-being and Perceived Social Support Diener E (2000) Subjective well-being: The science of happiness and a proposal for a national index Smith HL (1999) Subjective well-being: Three decades of progress Children’s relationships models: The central role of communication and the parentchild relationship children and communication: Frontiers of theory and research Müller R (2019) Modeling subjective well-being in individuals with chronic pain and a physical disability: the role of pain control and pain catastrophizing and Life Satisfaction in Early Adolescence: A Non-recursive Model A Cross-National Analysis of the Effects by Bullying and School Exclusion on Subjective Happiness in 10-Year-Old Children The relationship of school belonging and friends’ values to academic motivation among urban adolescent students Muñiz J (2020) Predicting Student Well-Being: Network Analysis Based on PISA 2018 Int J Environ Res Public Health 17(11):4014 Nicolini H (2022) Mental health impact of the COVID-19 pandemic on Mexican population: a systematic review Int J Environ Res public health 19(11):6953 Roberts BW (2012) Examining concurrent and longitudinal relations between personality traits and social well-being in adulthood Soc Psychological Personal Sci 3(6):698–705 and adolescent life satisfaction: The mediating roles of sense of belonging to school and schoolwork-related anxiety and adolescents’ subjective well-being in China Valois RF (2000) Levels and demographic correlates of adolescent life satisfaction reports Salmivalli C (2016) Can a school-wide bullying prevention program improve the plight of victims Ryff CD (1998) Generativity in adult lives: Social structural contours and quality of life consequences Cumulative advantage in social well-being: Profiles by sex relationship-based model of children’s subjective well-being: Perspectives of 10-year-old children in the United States and 10 other countries and community correlates of children’s subjective well-being: An international comparative study Wolke D (2013) Parenting behavior and the risk of becoming a victim and a bully/victim: A meta-analysis study (2022) Mental disorders following COVID-19 and other epidemics: a systematic review and meta-analysis Guo X (2020) Victimization and students’ psychological well-being: The mediating roles of hope and school connectedness Fonseca-Pedrero E (2018) The potential role of subjective wellbeing and gender in the relationship between bullying or cyberbullying and suicidal ideation Nagle RJ (2004) The influence of parent and peer attachments on life satisfaction in middle childhood and early adolescence PISA 2018 Results (Volume III): What School Life Means for Students’ Lives teaching staff and classes on achievement and well-being in secondary education: Similarities and differences between school outcomes Sch Effectiveness Sch Improvement 11(2):165–196 (2022) A systematic review and meta-analysis of the mental health symptoms during the Covid-19 pandemic in Southeast Asia Extremera N (2021) A Closer Look at the Emotional Intelligence Construct: How Do Emotional Intelligence Facets Relate to Life Satisfaction in Students Involved in Bullying and Cyberbullying Paavilainen EAdolescent Subjective Well-being and Family Dynamics Roberson AJ, Renshaw TL (2022) Dominance of general versus specific aspects of wellbeing on the Student Subjective Wellbeing Questionnaire. Sch Psychol 37(5):399–409. https://doi.org/10.1037/spq0000513 Estévez I (2020) Performance and well-being of native and immigrant students Ramis-Salas M (2020) Child well-being in times of confinement: the impact of dialogic literary gatherings transferred to homes Explorations on the meaning of psychological well-being Keyes CLM (1995) The structure of psychological well-being revisited Dienberg Love G (2004) Positive health: connecting well–being with biology Philos Trans R Soc Lond Ser B: Biol Sci 359(1449):1383–1394 Salmivalli C (2015) Reducing bullying and victimization: Student- and classroom-level mechanisms of change Jackson K (2019) Children’s experiences of bullying victimization and the influence on their subjective well-being: A multinational comparison Hueche C (2021) Cross-cultural measurement invariance in the Satisfaction with Life Scale in Chilean and Spanish university students and meaning in life as mediators of bullying victimization and subjective well‐being in adolescents Amore M (2020) The psychological impact of COVID-19 on the mental health in the general population Park C (2022) Social support and psychological well-being in younger and older adults: The mediating effects of basic psychological need satisfaction Andrei Emanuel Silișteanu (2022) The Impact of COVID-19 on Behavior and Physical and Mental Health of Romanian College Students Gilmore A (2014) The student well-being model: a conceptual framework for the development of student well-being indicators academic achievement: Testing for reciprocal effects Rautava P (2021) Longitudinal stability and interrelations between health behavior and subjective well-being in a follow-up of nine years Jain A (2020) COVID 2019-suicides: a global psychological pandemic Diniz JA (2014) Friendships Quality and Classmates Support: How to influence the well-being of adolescents Cacioppo JT (2012) On the reciprocal association between loneliness and subjective well-being Guzmán J (2019) Exploring the Influence School Climate on the Relationship between School Violence and Adolescent Subjective Well-Being Bullying and subjective well-being: A hierarchical socioeconomical status analysis of Chilean adolescents Larrañaga E (2023) Relations among chronic bullying victimization subjective well-being and resilience in university students: a preliminary study Download references This study is funded by the Fundamental Research Funds for the Central Universities (NO.1233300002) These authors contributed equally: Jian Li Substantial contributions to the conception or design of the work: Jian Li and Eryong Zheng; Drafting the work or revising it critically for important intellectual content: Jian Li and Eryong Xue; Final approval of the version to be published: Jian Li and Eryong Ethical approval was not required as this article used published data This article applied the open access dataset and does not contain any studies with human participants performed by any of the authors Download citation DOI: https://doi.org/10.1057/s41599-024-04340-3 Pisa is close to securing Serie A promotion while Spezia and others battle for automatic promotion and playoff spots The relegation fight is equally intense with the season's climax approaching Pisa are on the verge of promotion to Serie A and crucial battles at both ends of the table are tantalizingly close to returning to Serie A after a 34-year absence with favorable head-to-head results for Spezia Pisa needs just one more point to secure promotion boasting the second-best attack and a significantly improved defense compared to last year Spezia kept their hopes alive with a win against Salernitana Juve Stabia's victory against Catanzaro fueled their playoff dreams A goalless draw between Sampdoria and Cremonese further complicated the playoff race The battles for relegation and playoff spots remain fiercely contested with multiple teams vying for a handful of positions The upcoming fixtures promise more nail-biting action as teams fight for promotion Will Pisa finally seal their return to Serie A The final weeks of Serie B are sure to deliver unforgettable drama Stay tuned for more updates as the Serie B season reaches its thrilling conclusion They need to either win or finish high enough to avoid relying on playoff results for promotion Several other teams are vying for the remaining automatic promotion spot and playoff places The exact number varies slightly by league rules several teams are relegated from Serie B to Serie C at the end of each season The relegation battle is just as fierce as the promotion race this year but it typically falls at the end of May or early June This is when the promotion and relegation outcomes are finalized Teams that don't secure automatic promotion compete in playoffs to determine the remaining team(s) that will be promoted to Serie A It's a tense knockout format that adds extra drama to the season's end All trademarks are the property of their respective owners All rights reserved @ 2025 Nishtya Infotech (India) Ltd “...one could argue that the reason why PISA has received so much more attention than other ILSAs is because the OECD purposefully set out to do so,” the study flags Casting an analytical eye over the comparative popularity of PISA TIMSS and PIRLS as large-scale international assessments over the past 15 years John Jerrim from the UK’s UCL Social Research Institute found PISA has attracted significantly more attention online – but without any methodological reason for this being the case “It is basically marketing,” he tells EducationHQ And Andreas Schleicher is a great speaker/salesman PISA is no better than other international studies like TIMSS or PIRLS A case could even be made that other studies are superior.”   The study provides the first quantitative evidence showing PISA’s comparative popularity which held true across almost every country But there had been no attempt to ever measure it So I wanted to be one of the first studies to try and do this,” Jerrim says The paper calls out PISA’s disproportionate influence on public education debate Jerrim analysed the release of TIMSS 2015 results versus those from PISA of the same year – that were released just a week later – finding a “clear the release of the PISA results received around 10 times more attention than those from TIMSS “This is despite TIMSS covering both primary and secondary education (PISA is secondary only) and the focus of PISA in 2015 being science (one of the subjects covered within TIMSS),” the research states Jerrim offers some speculation on what’s behind PISA’s widespread appeal He proposes that one reason is its focus on the ‘real world’ application of skills – compared to TIMSS and PIRLS’ focus on achievement in an international curriculum Successful branding could also well be behind it “Related is PISA’s attachment to the OECD’s global brand and whose creator (Andreas Schleicher) has played a very prominent role in disseminating findings to policymakers and the media one could argue that the reason why PISA has received so much more attention than other ILSAs is because the OECD purposefully set out to do so branding and marketing the study in such a way to maximise media public and policy attention,” the study elaborates The skewed attention given to PISA across the world stage could be unhelpful if it leads to a situation where we have a “single study driving global education debates rather than evidence from across multiple ILSAs being used holistically” Jerrim suggests that the IEA should “try to do even more” to raise the profile of TIMSS and PIRLS so that they are seen to be on an equal footing to PISA “It would also be beneficial for the OECD to be part of such endeavours as well highlighting the complementary evidence from across all ILSAs – not just PISA – when they engage with the media and attempt to influence education policy debate,” he adds The research also identified where interest in PISA has been comparatively low with Australia among those countries that paid the least attention to its results Other Anglophone countries in this group included the Republic of Ireland and with some experiencing sharp declines in performance (eg Australia) or otherwise disappointing scores (eg PISA has received less attention in these countries than elsewhere,” the study says This could be due to the several other competing sources of educational data available to draw on in these countries administrative records and standardised assessments global interest seems to have reached its peak it to some extent was new and exciting,” Jerrim says it’s now telling us the same thing each time (or often very similar things) The OECD keeps adding bells and whistles to try and keep it interesting “But it’s like when a TV series adds a new character or rule to a quiz-show game – it’s often not really that game changing in the grand scheme of things.” while the relative attention PISA receives continues to be greatest within the OECD the main ‘market’ for TIMSS now seems to be in lower and middle-income contexts interest in ILSAs seems to have peaked in 2012 and has been on the decline since There is substantial cross-country variation with increasing interest in some countries over the last decade (such as Sweden and Turkey) offsetting some of the fall in others (such as Japan and Germany) The influence and high profile of international assessments over the last 25 years cannot be understated Their data has translated into significant political and policy impact in several countries including motivating or justifying major curriculum and assessment reforms in Australia The researcher would now like to see a “better appreciation for the other studies that are out there” as a result of the research “...smart people will always looks across multiple pieces of evidence when they are forming their judgements,” he says This story was published by the EducationHQ editorial team I have not been diagnosed but suspect I may be neurodivergent also — Gba63727 on ‘Autistic Burnout’: How Staffroom Politics Broke One Neurodiverse Teacher The highly anticipated National Education Summit is returning in 2025 and education professionals across Australia The rapid flooding of edtech products in classrooms worldwide has outpaced regulation and research resulting in many of these tools being adopted without any understanding of their long-term educational or ethical impacts Prime Minister Anthony Albanese appears to have made the grade as he passed through a public school with flying colours Opposition Leader Peter Dutton appears to have back-tracked on his plans to alter the national school curriculum following his earlier claims that Australian students should be free of being "indoctrinated" by their teachers Half of all adult mental health conditions begin before the age of 14 yet funding pledges from both major parties heading into Saturday’s election – $1 billion from Labor and $400 million from the Coalition – are focused on adolescents and interv.. It seems that hardly a day goes by without news from the USA impacting Australian education scores his side’s opening goal during the Italian Serie A soccer match between Lazio and Roma at Rome’s Olympic stadium celebrates with teammates after scoring his side’s opening goal during the Italian Serie A soccer match between Lazio and Roma at Rome’s Olympic stadium Lazio fans riot with police ahead of the Italian Serie A soccer match between Lazio and Roma at Rome’s Olympic stadium Atalanta’s Mateo Retegui celebrates after scoring their side’s first goal of the game during the Serie A soccer match between Atalanta and Bologna at Gewiss Stadium in Bergamo Atalanta’s Mario Pasalic celebrates after scoring their side’s second goal of the game during the Serie A soccer match between Atalanta and Bologna at Gewiss Stadium in Bergamo Lifelong Lazio fan Alessio Romagnoli achieved a childhood dream when he put Lazio ahead shortly after the break Matias Soule equalized for Roma with a long-distance shot midway through the second half Sixth-placed Lazio remained two points ahead of seventh-placed Roma police in riot gear intervened to prevent clashes between rival fans outside the stadium making several spectacular saves to deny Lazio winger Gustav Isaksen Romagnoli scored for Lazio two minutes after the break by redirecting in a free kick with a header There was also a spectacular save from Lazio goalkeeper Christos Mandas who tipped away a dangerous header from Gianluca Mancini But there was no stopping a powerful shot from Soule that deflected in off the underside of the crossbar and then out of the goal the referee awarded the goal when his wrist watch vibrated to confirm the decision by goal-line technology and four points ahead of Bologna — with the top four finishers qualifying for the Champions League Retegui scored his league-leading 23rd goal early on and then set up another for Mario Pasalic less than 20 minutes later Atalanta goalkeeper Marco Carnesecchi preserved the advantage when he palmed a shot from Bologna’s Dan Ndoye off the post Retegui outmuscled a defender to redirect in a cross from Raoul Bellanova and then he worked his way past another defender on the right flank before whipping in a cross that Pasalic turned in with one touch Fiorentina-Parma and Hellas Verona-Genoa ended 0-0; and Como beat Torino 1-0 with a first-half header from Anastasios Douvikas Serie B leader Sassuolo was assured of promotion to the top flight after Spezia drew 2-2 at Mantova in Serie B 16 points ahead of third-placed Spezia with five rounds remaining The top two finishers are promoted automatically while the third-to-sixth teams go into a playoff to determine the third team promoted which is coached by former World Cup winner Fabio Grosso was relegated after last season to end a run of 11 straight seasons in Serie A Former Italy striker Domenico Berardi is in his 13th season with Sassuolo 3Science🚀The future of bacon? Gene-edited pigs get US FDA approval for human consumptionMrigakshi Dixit16 hours ago 7Culture🚀2,000-year-old rice recipe brought back to stunning life by Chinese studentsMaria Mocerinoa day ago 3Culture🌟Trump’s secure messaging app hacked, deportation airline also hit by cyberattackAamir Khollam4 hours ago 4Energy🌟US scientists end 70-year fusion struggle, paving way for better reactorsAamir Khollam5 hours ago 6Science🌟In a first, protons in biological system seen following quantum rules: Study Mrigakshi Dixit6 hours ago 8Space🌟US orders NASA to build first lunar time zone to guide astronauts on the MoonAamir Khollam7 hours ago Nergis Firtina 1 / 2  Began constructed in 1173 and completed in 1372 has been the symbol of Italy for centuries It is one of the biggest tourist attractions and you have likely seen many photos of tourists trying to make the Tower of Pisa vertical with their hands The Leaning Tower of Pisa and the neighboring cathedral, baptistery and cemetery were included in the Piazza del Duomo UNESCO World Heritage Site in 1987 As ANSA (Italy’s National Associated Press Agency) reported last month Opera Primaziale Pisana’s preservation project has continued more than expected  “Considering it is an 850-year-old patient with a tilt of around five meters and a subsidence of over three meters the state of health of the Leaning Tower of Pisa is excellent,” said Opera Primaziale Pisana After more than two decades of stability research and in response to the dramatic collapse of the Civic Tower of Pavia in 1989 the tower was abruptly closed to the public on January 7 and cables anchored several hundred meters away wrapped tightly around the third level to lessen the load Homes and apartments near the tower that might fall were evacuated for everyone’s safety The Italian government enlisted a group of experts chaired by civil engineer Michele Jamiolkowski, to work out how to save it They thought about injecting cement beneath the tower but decided that was too risky and instead tried anchoring the north side down with 900 tons (816 metric tonnes) of lead weights to counterbalance the sunken south Wikimedia Commons  According to the surveillance group led by Salvatore Settis the tower has lost 4 cm of its tilt in the last 20 years and its health is better than predicted by an international committee coordinated by Jamiolkowski between 1993 and 2001 which planned and coordinated consolidation work The non-profit Opera Della Primaziale Pisana provides funding for the group’s activities and advancing the academic study of the structure According to at least one Italian authority modern engineering will eventually cause the tower to straighten up The Tower of Pisa is 55.86 meters tall and extends 3.9 meters vertically with an approximate 4° incline The Italian government requested assistance in 1964 to stop the Tower of Pisa from collapsing In 1173, the architect Bonanno Pisano began work on the first level, which was encircled by 15 white marble columns with classic capitals and blind arches. Due to the unstable subsoil on which the tower was built, the tower bent 2 inches (5 cm) to the southeast during the construction of the third level in 1178 This period was critical because it allowed the ground to settle without which the tower would have collapsed Giovanni di Simone began construction 100 years later attempting to compensate for the tower’s inclination by vertically erecting four stories A plummet deviation of 56 inches (1.43 m) was measured in 1298 Tommaso Pisano continued work on the bell tower The slope of the tower slowed over the ages and it is thought that its weight was a crucial element in allowing the edifice to stabilize The first renovation was completed in 1835 by architect Alessandro Gherardesca who removed the filthy dirt and replaced it with a marble base 0COMMENTABOUT THE AUTHORNergis Firtina Istanbul-based writer and editor Nergis graduated from Istanbul University's American Culture and Literature and is currently doing her master's at Bahçeşehir University’s Sound Technology / Jazz Performance Department By clicking sign up, you confirm that you accept this site's Terms of Use and Privacy Policy Premium Volume 15 - 2024 | https://doi.org/10.3389/fpsyg.2024.1446799 This article is part of the Research TopicMethodological and Statistical Advances in Educational AssessmentView all 10 articles This methods paper describes the methodological and statistical underpinnings of the highly adaptive testing design (HAT) which was developed for the Programme for International Student Assessment (PISA) The aim of HAT is to allow for a maximum of adaptivity in selecting items while taking the constraints of PISA into account with appropriate computer algorithms HAT combines established methods from the area of computerized adaptive testing (a) to improve item selection when items are nested in units (b) to make use of the correlation between the dimensions measured (c) to efficiently accomplish constraint management and (e) to foster students’ test-taking experience The algorithm is implemented using the programming language R and readers are provided with the necessary code This should facilitate future implementations of the HAT design and inspire other adaptive testing designs that aim to maximize adaptivity while meeting constraints In recent years, the Programme for International Student Assessment (PISA) has made considerable changes to its assessment design. The main goal of these changes was to increase the accuracy with which student proficiency is measured. In the 2018 assessment cycle, PISA moved from fixed test forms to multistage adaptive testing for the reading domain (MST; Yamamoto et al., 2019). In 2022, MST was introduced for the mathematics domain (OECD, in press) MST strives for a more individualized item assignment to achieve a better fit between the difficulty of the presented items and the individual proficiency level of the students thereby preventing the use of items that are far too easy or far too difficult An adaptive item selection increases the precision of individual student ability estimations especially in low- and high-achieving countries it makes it possible to match the level of precision that was previously only reached in countries with an average performance By making it possible to measure across a broader ability range a more diverse group of students can be measured thereby extending the global reach of PISA The purpose of this methods paper is to outline and formalize the algorithm of the highly adaptive testing design (HAT; Frey et al., 2023) for PISA, which is based on CAT with shadow testing (e.g., van der Linden and Reese, 1998) The HAT design for PISA maximizes the adaptivity while taking the core constraints of PISA assessments into account thus making it feasible for application in operational PISA settings The HAT design for PISA combines methods (a) to improve item selection when items are nested in units the core elements of the HAT design for PISA are described in detail The corresponding constraint can be formulated as the automated test assembly procedure described above has to be accomplished after each update of the provisional ability estimate The general idea is to select items from a hypothetical test (i.e. which is compiled automatically before the selection of each item instead of selecting from the complete item pool The algorithm can be described as follows: Assemble a shadow test that accounts for all constraints (e.g. and provides maximum Fisher information at the current provisional ability estimate Administer an item from the shadow test that was not yet administered and that has maximum Fisher information at the current ability estimation Update the constraints to consider the attributes of the items already administered Repeat Steps 1–5 until the termination criterion of the adaptive test is met Assembling each shadow test at each step to satisfy all constraints imposed ensures that the resulting set of presented items satisfies all the constraints the shadow tests are assembled to provide maximum information with regard to the provisional ability estimate at each step the shadow test has to be assembled in real time before the administration of each item This process is handled by an automated test assembly method that uses mixed-integer programming Solvers for this linear type of optimization are available in different software packages (see Technical Implementation section) Use this weight instead of the item information in the item selection procedure Another relevant aspect is that the PISA main study data is also used to estimate item parameters and to link the scale of the current assessment to the existing reporting scale This necessitates that the numbers of responses for the individual items do not fall below a minimum number This minimum threshold can be assured by incorporating an additional constraint: in specific test positions each student received two complete units during the reading test complete units were administered in a spiraling fashion such that Student 1 received Unit 1 and Unit 2 that each item has a minimum number of 250 responses in each participating country the domain-specific item pool was divided into two subpools of equal length (18 items) ensuring that each subpool complied with all imposed constraints The allocation of items to subpools was then introduced twice as an additional item attribute (once for each cluster within a domain) items from both subpools were to be administered in each cluster items from the first subpool were to be administered prior to items from the second subpool in the following second cluster of the same domain items from the second subpool were to be administered prior to items from the first subpool This constraint balances item positions on the level of clusters The complete algorithm of the HAT design for PISA is summarized by the flow chart in Figure 1 Using linear optimization renders the manual allocation of items resulting in a better and more in-depth representation of the PISA assessment framework in the actual assessment The implementation is flexible and can accommodate potential changes in assessment frameworks or the operational procedures of the assessments the HAT design for PISA can be implemented with open-source software solutions; proprietary software is not necessary the test information increased almost threefold compared to the PISA 2018 MST reading design The gain in test information associated with the HAT design for PISA is considerable It is likely that the reduction of the measurement error due to this gain positively affects the precision of the population estimates used for PISA reporting more fine-grained results and/or more power for statistical tests can be expected We hope that this methods paper is useful for future implementations of the HAT design or that it inspires other testing designs that strive to maximize adaptivity while meeting constraints The original contributions presented in the study are included in the article/supplementary material further inquiries can be directed to the corresponding author The author(s) declare that financial support was received for the research This work was supported by the Organisation for Economic Co-operation and Development (OECD) within the PISA Research Development and Innovation (RDI) Programme (EDU/500135200) The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher Google Scholar Crossref Full Text | Google Scholar Crossref Full Text | Google Scholar Optimal testing with easy or difficult items in computerized adaptive testing Google Scholar Google Scholar Google Scholar Google Scholar Google Scholar Crossref Full Text | Google Scholar Crossref Full Text | Google Scholar Crossref Full Text | Google Scholar Crossref Full Text | Google Scholar Google Scholar Google Scholar Google Scholar Crossref Full Text | Google Scholar Google Scholar Google Scholar Google Scholar Google Scholar Google Scholar A comparison of item exposure control methods in computerized adaptive testing PubMed Abstract | Crossref Full Text | Google Scholar van der Linden Review of the shadow-test approach to adaptive testing PubMed Abstract | Crossref Full Text | Google Scholar Crossref Full Text | Google Scholar Google Scholar König C and Frey A (2024) Methodological aspects of the highly adaptive testing design for PISA Received: 10 June 2024; Accepted: 22 August 2024; Published: 17 September 2024 Copyright © 2024 Fink, König and Frey. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) distribution or reproduction in other forums is permitted provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited in accordance with accepted academic practice distribution or reproduction is permitted which does not comply with these terms *Correspondence: Andreas Frey, ZnJleUBwc3ljaC51bmktZnJhbmtmdXJ0LmRl †These authors have contributed equally to this work Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher 94% of researchers rate our articles as excellent or goodLearn more about the work of our research integrity team to safeguard the quality of each article we publish along with their daughters and grandchildren spent three weeks in Europe over the summer grandson Beckett frantically tries to push over the Leaning Tower of Pisa; however The freestanding bell tower is known for its nearly four-degree lean The tower began to lean during construction in the 12th century due to soft ground which could not properly support the structure's weight After a little remedial work between 1993 and 2001 Show fellow Cape Gazette readers just how wide a territory their newspaper covers! Carry your Cape Gazette on your travels. Email jamie@capegazette.com a photo and description - don’t forget names SEARCHThe global authority in superyachting Italian yard Cantieri di Pisa has released the interior renderings of its redesigned Akhir 44 model at this year's Dubai International Boat Show The shipyard "headhunted" Italian designer Antonio Luxardo for the redesign of the entire Akhir line (which reached the height of its popularity in the 1990s) with the task of balancing the brand's historical heritage with an eye for future technology and sustainability concerns "A deliberate contrast between warm materials like bleached oak and cold metal and steel finishes gives the yacht a sporty technological look," explained designer Alessandro Pulina He told BOAT International that the interior design market has felt "stagnant" and believes that the studio's mixed experience – across residential yachting and transport – will "bring new life" to the onboard experience the main deck is "fully focused" on guests including a versatile dining area with sliding panels This design results in two dining configurations: the first is sequestered and formal while the latter is open-plan and interactive attached to the main saloon and galley for show cooking experiences A floating staircase is another quirk of the design made of metal and glass and functioning as the sculptural centrepiece of the main saloon Accommodation is across four guest cabins and an owner's suite a number of features from the preexisting Akhir line have been retained the strip windows featured on the hull sides the "shark-like" decoration on the bow the horizontal-grid air intakes and the black and white livery The model will be equipped with waterjets for a cruising speed of 30 knots and a maximum speed of 35 knots Latest news, brokerage headlines and yacht exclusives, every weekday SubscribeSign up to our newslettersSign up to BOAT International email newsletters to get the latest superyacht news Boat International Media Ltd © 2008 - 2025 Content presented under the "BOAT Presents" logo is an advertising feature and Boat International Limited has been paid to include this content ALWAYS 8 His teammates sense the delicacy of the match, they don't approach the game with their usual competitive fury, and they need his reflexes to stay in the wake of their opponents. CANESTRELLI 8 After a somewhat stuttering start, he gets back on track and closes the challenge on a high. BONFANTI 8 Gas fully open to transform into a midfielder added to the pressure produced in the second half. ARENA 8 It adds extra verve and unpredictability to the maneuver when the entire team triples their efforts to achieve the equalizer. TOUR 8 He plunges headlong every time the ball comes to his feet, without any fear of an awkward customer like Dorval. MORUTAN 8 The team systematically looks for him when he enters the field and he positions himself on the centre-right of the Nerazzurri's offensive front. ABILDGAARD ​​8 A battle to the hilt all the way to half-time. LITTLE ONE 8 Pure electricity, the same one we are experiencing from the final whistle to the "San Nicola". SERNICOLA 8 Quality and enormous professionalism from his arrival at the Nerazzurri until the promotion to Serie A. CORNERS 8 From Serie C to the Under 21 Azzurri, passing through a B championship, the first of his career, as an absolute star. SUNSETS 8 He carries all his teammates on his shoulders with the awareness of having become their technical leader. MOREO 8 Quicksilver and chest out every time the team looks for him to protect the ball and turn it into offensive actions. MASTER 8 He was constantly in the thick of the action until half-time: the goal against Frosinone gave him wings. LINDS 8 In just a few weeks, the "rhinoceros" has the black and blue tattooed on his skin and he shows it even in the afternoon in Puglia, when he fights on every inch of the pitch. Sandbags are placed on a street in Bologna as heavy rain battered the northern Emilia-Romagna region where local rivers were above alert levels Local authorities and civil protection heightened the alert level for the main river Arno which crosses the cities of Florence and Pisa and was expected to reach its peak later on Friday afternoon Regional governor Eugenio Giani wrote on social media that the most critical situation was in the town of Sesto Fiorentino where the Rimaggio stream broke its banks and flooded the central streets Heavy rain also battered the northern Emilia-Romagna region where local rivers were above alert levels in the Apennine areas 161 Maiden Lane has quite a tumultuous past. What was supposed to be luxury high-rise living in the Financial District of NYC turned into a financial fiasco and a construction blame game that put a halt to the potentially unfixable leaning tower that has been described as "banana-shaped." In 2015 Fortis Property Group broke ground on One Seaport, which was supposed to be a US$272 million, 60-floor, glass-encased, luxury river-view project Fortis expected to sell the 80 units for anywhere from $1.2 million to over $18 million for its penthouse listings cheaper route of making a foundation for the 670-ft-tall (204-m) building to sit on as it would save the company around 2.21% of the overall construction costs Skyscrapers in New York City's financial district generally use pile foundations Construction starts by drilling steel pylons into the bedrock below ground – typically around 50 ft (15 m) deep in that area – before starting the above-ground floors its $64 million site was located on what is known as Colonial "infill." In the 1600s the Dutch laid out Maiden Lane with whatever infill they could get their hands on: rocks trash – anything they could find to expand the footprint of the island for more real estate Fortis had hired geotechnical surveyors who found a 24-foot (7-m) layer of infill composed of everything from gravel and bricks to old docks and shipwrecks then sandy glacial deposits from thousands of years ago about 155 ft (47 m) below the surface was bedrock the stuff skyscrapers are ideally built on citing reasons like "differential settlements," i.e. It wouldn't take long for the problems to begin New York's Department of Buildings had initiated over a dozen stop-work orders against the construction of One Seaport for various safety violations before September of 2017 when a construction worker fell to his death from the 29th floor as he was moving a plank to clear room for a crane operator the local construction company building the tower's concrete superstructure pled guilty to second-degree manslaughter before shuttering its doors for business in March of 2018 A new concrete contractor replaced SSC a month later and during its review of the existing structure sent a memo: "There are structural issues The building is leaning three inches to the north." Rather than attempting to fix the root of the problem – you know the important stuff like the foundation – the new company tried to counterweight the building by pouring the south side out of alignment the parties tried to pull it back and it kind of counterweighted," a lawyer representing Pizzarotti the construction management company for Fortis some floors were as far as 10 inches (254 mm) out of alignment all construction ceased on 161 Maiden Lane and the dream of One Seaport may have ceased with it Most of the units – 71 of the 80 – had already been sold and deposits had been made With no completion date or even a resuming-of-construction date (if ever) Not all of them have received all of their money back yet the project was supposed to have been finished over four years ago There are so many lawsuits surrounding the incomplete leaning tower that I can't even find an exact number and even law firms are all suing and counter-suing one another for everything from unpaid fees to loan defaults to fraud structural engineers have assured the public that the unfinished building is unlikely to fall over the structural engineer responsible for stabilizing the sinking of the Millennium Tower in San Francisco reported that not-quite-plumb buildings aren't all that uncommon as large buildings settle But with over $300 million already sunk into this project it's difficult to imagine that it won't eventually be picked up by someone to finish what was started nearly a decade ago Sources: The New Yorker, The Impossible Build Connecting decision makers to a dynamic network of information Bloomberg quickly and accurately delivers business and financial information Nationwide call center Pisa Group Inc. would pay $450,000 to settle a lawsuit alleging it made illegal telemarketing calls to consumers who had registered their numbers on the national do-not-call list under an agreement given initial approval by a federal court The proposed class action settlement would provide relief of at least $800 for each of the 279 class members after the deduction of attorneys’ fees, litigation costs, and the costs of administration, according to the plaintiff’s motion for preliminary approval of the deal. A final fairness hearing has been set for May 9. AI-powered legal analytics, workflow tools and premium legal & business news. Log in to keep reading or access research tools. Unlike the last couple of editions, this week I'm ditching the themed prompt and going for something different, in the name of fairness. There are so, so, so many iconic tourist traps around the world that it would be silly to limit ourselves I'm not saying that I will be able to get to all of them This week, I'll take you to new touristy spots around the world, from Copenhagen's iconic Little Mermaid Statue to our very own Niagara Falls Are they just a bunch of crowded landmarks with no real-life appeal or does their beauty actually make your jaw drop To help you figure it out before you book your trip and took my notes—here's what some of the world's most famous tourist traps are really like In Guardian Australia’s weekly interview about travel the actor makes a compelling case for always packing a Frisbee and reveals what he looks for in a holiday buddy Stephen Curry is very funny – something Australia first learned when we met the actor as Dale Kerrigan in The Castle in 1997. But while Curry has a great many comedy hits under his belt, he’s also adept at more dramatic roles. His latest is as JJ Walker in Ten Pound Poms, the Stan series about the tribulations of British citizens who migrated to Australia after the second world war, which returns to screens this month. While his work in Australian film and TV keeps him busy, between gigs Curry makes time for travel. Here, the screen star tells us about the good and bad of his holidays, as well as sharing his refreshing philosophy on how to manage long-haul flights. Read moreSomeone who can happily look at a snow-capped peak and say: “It’d be ridiculous to try and climb that Let’s find a pub with a really good view of it.” Being squished into the very back of the station wagon with the dog both looking out the rear window at where we’d been while the other six family members sat in actual seats watching where we were going – which was invariably the Yarrawonga caravan park Describe your most memorable travel meal – good a friend told me I “simply must try the qalayet bandora” It tasted OK – nice and spicy – but I remembered it for five days as I stood over squat latrines making guttural I think at one point I may have even started speaking in tongues What’s the most relaxing place you’ve ever visited Shisha pipes and cushions as far as the eye could see View image in fullscreenStephen Curry in Cairo, Egypt in 2000And the most stressful? Cairo, Egypt, May 2000. Rip-off merchants and dodgy South African backpackers as far as the eye could see. Ughhh. What’s one item you always put in your suitcase? A Frisbee, 165 grams. You never know when you might need a Frisbee. It can double as a plate, a peace offering or an icebreaker. But it also works just fine as a Frisbee. Read moreWhat’s your strategy for enduring long-haul flights Getting over yourself and realising there’s no more first-world a problem than someone banging on about how long and arduous their flight was Going to Pisa and not seeing the Leaning Tower Our car broke down on the edge of the city and we had to catch a plane that afternoon We had a choice: catch the flight or miss the tower whom I’d assured I’d checked the water and the oil in the car but seriously – who checks the water and the oil in a rental?) I reluctantly agreed it’s just a tower that clearly wasn’t built to code And I learned a valuable lesson: never choose scissors in Pisa Fostering collaboration and learning around systems approaches In a significant step towards promoting systems approaches in agrifood system transformations convened in November for the inaugural workshop of the Programmatic Impact through Systems Approaches (PISA) project hosted by FAO’s Agrifood Systems and Food Safety Division (ESF) and funded by the Swedish International Development Cooperation Agency laid the groundwork for a Community of Practice (CoP) aimed at enhancing the adoption of systems approaches (SAs) in FAO field projects.The CoP’s mission is to foster collaboration and learning around systems approaches enhancing the sustainability and scalability of agrifood system transformations FAO leadership stressed the urgency of using interconnected solutions to address the complexity of agrifood system transformations stated: “A systems approach is the way forward for transformation change which enables us to achieve and sustain impact at scale to produce a different This requires connecting the dots and understanding the interconnections in the system so we can consider ripple effects across agrifood systems.”David Neven explained: “Systems approaches are at the core of FAO’s current strategy This workshop and the emerging CoP are about learning what works and how to operationalize systems-based approaches in the field.” Participants shared transformative impacts achieved through FAO field projects and discussed how systems approaches contributed to these successes provided a shared lens to classify these approaches by: all enabled by leadership and innovation.Key observations emerged on successful practices.  “In systems work it is important to recognize that individuals are part of communities which make up systems we need to have intentionality around the fact that we are interacting with systems.” And for systems doing the "need to embrace the centrality of process and invest resources in system change as a people-centered approach The workshop highlighted enablers of systems transformation Institutional flexibility and multistakeholder engagement were seen as critical for overcoming barriers like rigid structures and short-term project cycles“Diverse perspectives are needed to represent the plurality of experiences of the food system We need to link science with farmer needs to better understand farmer behavior.” Participants also identified barriers to adopting systems approaches such as limited understanding of methodologies and risk aversion were noted alongside fragmented funding and short-term project cycles that conflict with long-term goals Structural issues like power imbalances and inequitable resource access further hindered collaboration a narrow focus on outputs and inflexible reporting processes were seen as obstacles to fostering the adaptive learning needed for transformative change These insights highlight the need to address both internal and external barriers. “There is a tension between short-term funding and the need for long-term change Maintaining focus and motivation under pressure to show quick results is difficult.” Participants identified opportunities to advance systems approaches by scaling up successful initiatives and fostering capacity building Institutionalizing systems approaches through flexible funding were seen as catalysts for aligning agendas such as the SDGs process-oriented projects were recognized as vital and educating donors were also highlighted as key to embedding systems thinking into FAO’s work. “The workshop demonstrated systems approaches in practice: a reflective space fostering cross-divisional input and interdisciplinary focus where participants shared expertise and facilitators guided a shared understanding.” The workshop concluded with a clear call to action for future engagement The PISA team plans to launch a call for Expressions of Interest to expand CoP membership globally.The CoP aims to: The workshop underscored the importance of embedding systems thinking across FAO and beyond and inequality requires leveraging enablers The PISA CoP is poised to support FAO and its partners in accelerating progress toward the SDGs Becomes largest university supercomputer in Italy The University of Pisa (UniPi) has deployed a Lenovo high-performance computing (HPC) system to support scientific research and teaching at the institution which is the largest university supercomputer in Italy has been installed in UniPi’s data center and brings the number of racks on site to 104 Consisting of 16 SD650 V3 nodes with two Intel Xeon Max 9480 CPUs the first x86 processor with high-bandwidth memory (HBM) the use of Lenovo’s Neptune water technology has allowed the energy consumption of the system to be reduced by 40 percent sustainability was a deciding factor in selecting a Lenovo system with the project designed from the outset to have the lowest possible environmental impact allowing the university to evolve towards a sustainable data center “We are proud to be able to contribute to the installation of the largest supercomputing center within an Italian university And to do so with one of our most cutting-edge solutions from the point of view of data center sustainability such as Lenovo Neptune,” said Alessandro de Bartolo He added: “Expanding this facility will enable researchers to take researchers to the next level in globally competitive projects for science and engineering research.” UniPi’s Green Data Centre is reportedly the largest data center in Italy and was the only facility in the country to be awarded an ‘A’ classification by the Agency for Digital Italy earlier this year Data Centre Dynamics Ltd (DCD), 32-38 Saffron Hill, London, EC1N 8FH Email. [email protected]DCD is a subsidiary of InfraXmedia The expertise hubs enrich the international profile of the Friedrich Naumann Foundation for Freedom They enable joint work across regions through their focus on globally relevant policy issues These include questions of international financial and economic policy and decision makers we seek to foster open dialogue and discuss liberal policy solutions to European challenges we develop formats and campaigns to promote rule of law we coordinate EU co-funded projects in the field of democracy support development cooperation and human rights protection Through our seven offices in the MENA Region we actively promote the political debate to support innovative liberal approaches and solutions Our projects are liberal platforms on which the Foundation's partners from the Gulf to the Levant and the entire southern side of the Mediterranean can provide creative impulses and discuss geopolitical issues From our seven offices in Sub-Saharan Africa we focus on promoting political networking We are committed to strengthening liberalism and promoting human rights the rule of law and the social market economy our focus is on the transatlantic partnership which we see as a supporting pillar for the security and stability of Western democracies We encourage the political debate and develop innovative liberal approaches In Latin America we work to promote strong democratic institutions respect for human rights and rule of law as well as promoting liberal dialogue throughout the region the foundation supports programs to strengthen democratic processes and transparent and accountable governance The Foundation in the region also showcases innovation as a tool to encourage civic participation that further promotes freedom The PISA test results reveal the educational challenges in Latin America and the urgency of improving our basic education systems. These results, released in December last year, come from the Programme for International Student Assessment (PISA) conducted by the Organisation for Economic Co-operation and Development (OECD). The test including those from 14 Latin American and Caribbean nations nearing the end of basic education can apply their knowledge in real-life situations A total of 690,000 adolescents from 81 countries and economies The results assess the level of competence in mathematics and science among adolescents in the region as well as students’ perceptions of education their learning experience during the pandemic and the availability of resources in educational centers for enriching learning The PISA survey reveals that 24 countries exceed the OECD average in mathematics with Singapore ranking the highest with 575 points The best-performing countries are mostly Asian and European with Canada representing the Americas and New Zealand and Australia representing Oceania the lowest scores in mathematics were from the Dominican Republic with 339 points academic performance declined in other parts of the world causing “an unprecedented drop” in overall results a “worrisome trend” according to the report recorded notably lower results in mathematics Countries have invested in education over the last ten years but perhaps they did not invest efficiently or sufficiently in the quality of teaching An analysis by the Inter-American Development Bank (IDB) highlights the correlation between educational investment and outcomes pointing out differences between OECD countries and those in the region This work emphasizes the need to evaluate the effectiveness of investment in improving the education system the PISA results confirm a high level of inequity in learning with a higher percentage of poor students showing low performance compared to wealthier students administered since 1998 on a triennial basis targets a representative sample of students around the age of 15 who are about to complete secondary education consisting of 4,500 to 10,000 students per country participates in a two-hour exam that evaluates various levels of understanding and creativity in three main areas: reading there is a comprehensive questionnaire that collects relevant information about the students' family and socioeconomic backgrounds The questions on the test are selected unanimously by the participating countries and an international advisory committee and those found to be too easy or too difficult are excluded Each PISA exam contains enough material for seven hours of assessment from which a unique combination is extracted for each student during the two-hour exam The results of Latin American countries in the PISA 2022 test show different trends and challenges in the region's education sector Below is an analysis of the results obtained by each country: Argentina: Despite the disruption caused by the pandemic Argentina manages to remain stable in mathematics There is a noticeable reduction in the educational gap especially among the most disadvantaged students Brazil: Shows a trend of stagnation with stable but below-peak results Most students face difficulties in all three areas evaluated with a notable decline among wealthier students Chile: Stands out as the regional leader in all areas although it faces stagnation in reading after a period of steady growth performance problems are less prevalent compared to other countries in the region Colombia: Shows overall maintenance in performance despite score fluctuations Costa Rica and Mexico: Experience significant declines in mathematics while reading and science remain stable or show slight decreases There is a concerning gap between wealthier students and the national average Panama: In its second participation in PISA Panama shows notable improvements in reading and science Peru: Exhibits a positive trend interrupted by a decline in mathematics while remaining stable in reading and science Dominican Republic: Despite having the highest proportion of low-performing students it shows improvements in all evaluated areas compared to previous years Uruguay: Faces a decline in mathematics but remains stable in reading and shows improvements in science Experts like Mercedes Mateo Diaz head of the Education Division at the Inter-American Development Bank (IDB) emphasize the importance of creating equitable opportunities to close the inequality gap: Education is the opportunity generator to solve the problem of inequality These results indicate a worrying impact on future productivity and development the proportion of students with minimum competence levels in mathematics has remained constant or increased over the last 13 years What steps should we take to improve and balance educational outcomes for adolescents in Latin America and the Caribbean It is imperative to implement immediate measures to ensure that all students acquire basic skills in key areas such as math in line with Sustainable Development Goal 4.1 Governments in the region should prioritize the reduction of low achievement especially in mathematics where unfavorable trends are observed Interventions at the secondary level should focus on remedying deficiencies and accelerated acquisition of math skills It is crucial to strengthen reading and science outcomes closing gaps to ensure students' full participation in society Certain groups of students require specific supports to improve their academic performance low-income students are more likely to be underperforming Providing these students with more flexible learning opportunities access to digital resources and psychosocial support can be beneficial results showing gender disparities in academic achievement such as the relative underperformance of females in math and males in reading underscore the need to implement specific actions to close these gaps These actions could include revising curricular materials to eliminate gender stereotypes providing educational materials that engage students of both sexes and offering gender-sensitive teacher training along with interventions that challenge entrenched gender norms and promote equitable role models it is essential to invest in the recovery of learning in reading and mathematics for primary school students who were particularly affected by the educational disruption caused by the COVID-19 pandemic Given that these students were at crucial stages of acquiring basic literacy skills at the time of school closures interventions to recover learning losses and accelerate their educational progress need to be implemented to improve both academic achievement and equity in the region in future PISA assessments work must be done to reduce dropout and grade repetition rates Although progress has been made in expanding PISA coverage in the region by reducing early school dropout and supporting grade progression coverage still falls short of OECD levels in many countries It is crucial to ensure that all 15-year-olds are represented in PISA which implies that they attend school at the appropriate grade level who are more likely to drop out of school early or not be promoted to the next grade The implementation of early warning systems which have proven effective in some contexts can help identify at-risk students and provide them with the necessary support it is necessary to close the gaps in access to digital devices and resources as well as in the preparation of teachers to effectively integrate technology into their teaching Principals in public and low-income schools report a significant lack of access to digital resources and devices compared to private and wealthier schools it is essential to ensure that all students in the region have equitable access to these tools both inside and outside the school environment to facilitate their learning and academic development it is crucial to allocate adequate resources and use them effectively in education Although OECD countries invest considerably more per student than LAC countries throughout their educational trajectory academic performance in mathematics in LAC countries remains lower than the level of investment would suggest in addition to increasing investment in education it is necessary to ensure that these resources are used efficiently and effectively to improve the quality of education and close achievement gaps in the region