Singapore’s 15-year-olds second globally in using digital tools to solve complex problems: PISA

Singapore's 15-year-olds ranked second globally in computational problem-solving, according to the Programme for International Student Assessment (PISA) 2025, which evaluated how students use digital tools to address complex issues. The new domain, part of the PISA 2025 "Learning in the Digital World" assessment, measured students' abilities to apply computational thinking and digital technologies to real-world scenarios. Singapore placed second behind Macau and ahead of regions in China, including Beijing, Shanghai, Jiangsu, and Zhejiang. The PISA assessments, conducted every three years, evaluate students aged 15 in reading, mathematics, and science, testing their analytical, reasoning, and communication skills when solving problems. The 2025 edition included an optional component focusing on 21st-century competencies, specifically computational problem-solving. A total of 6,600 students from 145 public secondary schools and 12 private schools in Singapore participated in the study. According to the Ministry of Education (MOE), more than half of Singapore’s students are top performers in computational problem-solving, significantly exceeding the average of a quarter among OECD countries. These students excel in conducting experiments, analyzing data, and creating and debugging computational artifacts to solve complex real-world problems. One of the tasks presented to students involved programming a robotic claw to sort different objects, simulating operations in a recycling plant. Another required modeling the relationship between various exercises and fitness for an application designed to assist astronauts in maintaining health under low-gravity conditions. Singapore’s students also ranked first in reading, second in mathematics, and second in science for PISA 2025. They outperformed students from China in reading but lagged behind in mathematics and science. Chinese Taipei secured third place in reading, while Macau ranked third in mathematics and science. In 2022, Singapore led the global rankings in all three subjects. Additionally, Singapore had the highest proportion of academic all-rounders, students excelling in all three domains, at 15 percent, compared to an average of 3 percent in OECD countries. Students from Singapore ranked second in the new environmental science module, with 27 percent achieving the top two proficiency levels, surpassing the OECD average of 7 percent. However, Singaporean students reported less family support for their learning compared to their OECD counterparts, with fewer weekly family discussions about academic progress. Two-thirds of Singapore’s students reported using AI chatbots to aid their learning at least once a week, significantly higher than the OECD average of 46 percent. Nearly half of them frequently used AI to research new topics, summarize texts, and draft writing assignments. Only 4 percent of students claimed they rarely or never used AI chatbots for schoolwork. The PISA 2025 study highlighted the varying degrees of AI integration in educational systems worldwide. While Singapore actively incorporated AI tools, usage in Japan and Estonia remained more limited. Students in Singapore spent an average of 2.1 hours daily using digital devices for learning activities at school, compared to the OECD average of 1.7 hours. They also spent approximately one hour daily on digital devices for leisure, near the OECD average of 1.1 hours. Approximately 29 percent of Singapore students indicated that their peers were often distracted by digital devices during most or all science lessons, aligning with the OECD average of 28 percent. More schools in Singapore have implemented cell phone bans, increasing from 16 percent in 2022 to 43 percent in 2025. Schools enforcing such policies saw students 13 percent less likely to report digital distractions. The PISA report revealed a nuanced relationship between AI use and science performance, noting that the impact varied based on how students utilized AI. On average, students who did not use AI outperformed those who did in science by about 20 points, roughly equivalent to one year of schooling. However, students who used AI weekly for general learning performed similarly to those who did not use AI at all. Digital tools can enhance learning when used purposefully and in moderation, the report stated. Conversely, excessive use or lack of guidance might lead to distractions, reducing meaningful engagement and adversely affecting learning outcomes. Students who frequently used AI for learning and learned to assess the quality of AI-generated information achieved slightly higher science performance than non-users or infrequent users. The report raised concerns about a potential AI divide, as socioeconomically advantaged students have greater access to these opportunities. According to Andreas Schleicher, the OECD’s director for education and skills, AI can separate task performance from actual learning, allowing students to accomplish tasks without acquiring substantial knowledge. Singapore’s students demonstrated a strong grasp of computational problem-solving, with more than half scoring in the top two proficiency levels. This highlights their effectiveness in breaking down complex tasks and designing algorithms to tackle real-world challenges. The PISA 2025 results underscore Singapore’s commitment to integrating digital literacy and computational thinking into its education system, positioning its students as leaders in adapting to a rapidly evolving technological landscape.