Student performance across the European Union has deteriorated markedly over the past decade, with new data linking the decline to unchecked digitalisation and shifting study habits. The latest OECD PISA results show reading scores across member countries fell by 28 points between 2015 and 2025, while mathematics scores dropped by 22 points. These figures represent a significant erosion of core competencies required for a workforce increasingly dependent on artificial intelligence and complex data analysis.

Within the EU, the decline presents a counterintuitive pattern regarding social equity. Contrary to historical trends where disadvantaged pupils typically lag further behind, the data shows the drop was driven primarily by students from affluent families. Reading scores for advantaged pupils fell by 20 points, whereas disadvantaged pupils saw a decline of only four points. This suggests that access to technology without structured guidance may be harming those with the most resources at home.

Digital displacement of deep reading

The report identifies increased screen time and a reduction in recreational reading as central factors in the slump. As smartphones and tablets became ubiquitous in households between 2015 and 2025, the time allocated to long-form text consumption diminished. Educators note that fragmented digital consumption habits impair the sustained concentration needed for complex literacy tasks. This shift affects not just reading speed but comprehension and the ability to synthesise information from multiple sources.

Mathematics performance followed a similar downward trajectory, dropping 22 points over the ten-year period. Numeracy skills are closely tied to literacy, as word problems and logical reasoning require strong reading foundations. The correlation suggests that digital distractions are not siloed by subject but degrade overall cognitive endurance. For European economies aiming to lead in technology sectors, this baseline erosion poses a long-term productivity risk that cannot be solved by hardware investment alone.

An inverted equity gap

The narrowing of socio-economic gaps between 2022 and 2025 reflected declines among advantaged students rather than improvements among disadvantaged pupils. Analysts suggest affluent families may have been quicker to adopt personal devices for children without imposing strict usage limits. Disadvantaged students, often relying on school provided equipment, may have benefited from more regulated screen time environments during school hours. This inversion challenges the assumption that digital access automatically equals educational advantage.

Policy makers must now reconsider how technology is integrated into home and school life. Simply providing devices is no longer sufficient if the accompanying pedagogy does not enforce disciplined usage. The data implies that unrestricted access correlates with lower performance, particularly in reading. Schools in high performing systems often restrict phone use during breaks and prioritise physical books for early literacy development. These measures appear to be gaining renewed attention among education ministers.

Regional divergence in performance

Performance varies significantly across the continent, highlighting the fragmented nature of European education policy. Pupils in Spain, Croatia, Luxembourg, Malta, Greece, Romania, Cyprus, and Bulgaria scored below the OECD average in reading, mathematics and science skills. These nations face compounded challenges as they attempt to integrate into higher value supply chains while foundational skills regress. The European Education Area targets may need revision to account for this widespread regression.

Only Estonia, Finland, Ireland, Austria, Poland and a handful of others managed to maintain standards above the OECD average. Estonia and Finland continue to demonstrate that high digitalisation does not necessitate low scores if managed correctly. Their systems emphasise teacher autonomy and limit standardized testing pressure. This divergence suggests that national curriculum design matters more than broader economic wealth. Southern and Eastern European members risk falling further behind without targeted intervention.

Policy response and teacher investment

Mathias Cormann, Secretary-General of the OECD, emphasised that successful systems focus on depth rather than breadth. He argued that investing in teacher quality remains the most effective lever for improvement. Engaging parents and providing targeted support for struggling schools are also critical components. Governments are now under pressure to translate these recommendations into budget allocations for the upcoming fiscal year. Without increased funding for professional development, scores are unlikely to recover.

The report serves as a warning that digital transformation in education requires guardrails. Technology is a tool, not a strategy. As the EU pushes for digital sovereignty and AI leadership, the human capital foundation must be secured first. Education ministries across member states are expected to review their digital strategies in light of these findings. The next assessment cycle will determine whether these warnings prompt actual change or merely rhetorical adjustment.

People mentioned

  • Mathias Cormann

    Secretary-General, OECD

Organisations

OECD · European Commission