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A strong result with a clear next task
Estonia’s 15-year-old students remain among Europe’s strongest performers in the latest Programme for International Student Assessment, or PISA, results published on Tuesday, September 8. The country ranked first in Europe in both science and mathematics and second in reading, according to Estonia’s Ministry of Education and Research. The results offer a broadly positive picture of attainment while also pointing to areas where schools and policymakers will need to concentrate attention.
PISA is organised by the Organisation for Economic Co-operation and Development and assesses students around the age of 15 in science, mathematics and reading. The 2025 cycle placed particular emphasis on science and also examined computational problem-solving and aspects of learning in a digital environment. In Estonia, 6,304 students from 204 schools took part, representing approximately 14,600 15-year-olds nationwide. ([oecd.org](https://www.oecd.org/en/publications/pisa-2025-results-volume-i-country-notes_2d4ff9ea-en/estonia_3b256c6a-en.html))
Science remains Estonia’s leading strength
The Estonian ministry reported an average score of 508 points in mathematics and 499 points in reading. In science, Estonia was the highest-performing European participant and sixth among all participating countries and education systems. Around 90% of Estonian students reached at least the basic proficiency level in science, while 11.3% were top performers.
The OECD’s country note confirms that Estonian students performed above the OECD average in all three core subjects, as well as in computational problem-solving. Approximately 90% reached the baseline level in science, compared with 74% across the OECD. In mathematics and reading, 83% of students reached at least Level 2, compared with OECD averages of 65% and 69% respectively. ([oecd.org](https://www.oecd.org/en/publications/pisa-2025-results-volume-i-country-notes_2d4ff9ea-en/estonia_3b256c6a-en.html))
These figures matter because the PISA baseline is intended to represent practical competence rather than specialist achievement. At Level 2 in science, students can recognise explanations for familiar phenomena and use supplied data to judge whether a conclusion is valid. In mathematics, they can interpret simple situations and represent them mathematically. In reading, they can identify a main idea, locate information and reflect on a text’s purpose when guided to do so.
Reading performance remains the main concern
The results are not uniformly positive. The OECD found that Estonia’s 2025 average was broadly unchanged from 2022 in science and mathematics, but lower in reading. The ministry reported that Estonia’s reading score was just one point behind Ireland, which led Europe in the subject. At the same time, reading performance has declined over the longer term: the ministry said Estonia’s score was 15 points lower than a decade earlier, while the OECD recorded a rise in the share of students below the basic reading level compared with 2015.
That trend gives the results a more useful interpretation than a simple league table. Estonia has retained a broad base of students able to meet minimum standards, but the country must also consider how reading habits, concentration, digital media and the ability to assess information are changing. The education ministry said reading comprehension is becoming more important as students encounter artificial intelligence and increasingly complex information environments.
Evidence of confidence and pressure inside schools
The survey also provides information about how young people experience learning. Eighty-three percent of Estonian students said they believe their abilities can develop through effort and learning, a measure the OECD describes as a growth mindset. Many students also reported turning to teachers and classmates when they need help.
At the same time, the OECD identified pressures within the school environment. A larger share of Estonian students than in 2022 attended schools where principals said shortages of educational materials hindered teaching to some extent. Teacher availability was another concern in the national summary. The findings therefore combine strong student performance with practical questions about staffing, learning materials and the capacity of schools to support different learners.
A basis for the next phase of education policy
For Estonia, the new PISA results provide both recognition and direction. The country’s science and mathematics performance suggests that its schools are continuing to give many students a strong foundation in analytical subjects. The relatively high proportion reaching minimum standards also indicates that achievement is not limited to a small elite.
The next challenge is to protect that breadth while strengthening reading. That could mean closer attention to sustained reading, comprehension across subjects and the critical evaluation of online information, alongside continued support for teachers and school resources. PISA cannot explain every reason behind a result, and it is not a substitute for classroom-level assessment. It can, however, help identify where a high-performing education system should focus its next improvements.
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