PISA 2025 RESULTS IN SPAIN. ANALYSIS AND OPEN CHALLENGES.

Abstract

This article analyses the results of PISA 2025 in Spain, focusing on the decline in key competencies, regional differences, and the factors associated with academic performance and educational equity. The results reveal a simultaneous decrease in reading, mathematics and science performance compared with previous assessment cycles, with particularly concerning trends in reading and mathematics. Significant disparities between autonomous communities are also identified, alongside performance differences associated with socioeconomic and cultural background, gender, migrant background and grade repetition. The analysis highlights the relevance of factors such as attention, concentration, perseverance, school climate and discipline, technology use, and family involvement in teaching and learning processes. From a methodological perspective, the article emphasises the need to interpret the results cautiously, as the observed associations do not establish direct causal relationships. Finally, it identifies challenges for educational policies and school inspection, focusing on strengthening foundational competencies, reducing inequalities, protecting effective learning time, and reinforcing shared educational responsibility between schools and families.