ASSESSING STEM READINESS THROUGH PISA: GLOBAL TRENDS AND CHALLENGES

Abstract

The increasing demand for Science, Technology, Engineering, and Mathematics (STEM) skills in the global labor market has brought attention to how well national education systems prepare students for these domains. This paper investigates global trends in STEM readiness using data and insights from the Programme for International Student Assessment (PISA). STEM readiness is examined not only through academic achievement in mathematics and science, but also through student motivation, career aspirations, gender dynamics, and socioeconomic factors that shape STEM-related outcomes. Through a comparative analysis of PISA cycles from 2000 to 2018, the study highlights both improvements and persistent disparities in student performance and interest in STEM careers. East Asian countries, such as Singapore, China, and Korea, have maintained top performance in math and science, often correlating with higher STEM career interest. Conversely, many Western nations, despite strong infrastructure and educational investment, show a decline in students’ STEM-related aspirations, particularly among high-performing boys. The gender gap in STEM career expectations has narrowed in some regions, but often due to declining male interest rather than increased female participation. The study also explores how curriculum design, teacher quality, cultural norms, and national policy influence both student achievement and readiness to pursue STEM fields. A major concern identified is the mismatch between students’ academic capabilities and their career expectations, influenced by stereotypes, limited guidance, and lack of exposure to STEM careers in early education. Socioeconomic background plays a critical role in determining access to quality STEM education and shaping long-term aspirations. The findings call for a rethinking of education strategies, suggesting the need for integrated STEM career guidance, early interventions, and inclusive policy reforms. With upcoming PISA assessments incorporating digital literacy and sustainability, the concept of STEM readiness must expand beyond test scores to include life-ready skills and global competence.