Thailand's 15-year-olds improved their scores in science, mathematics and reading in the 2025 PISA assessment, but remained below OECD averages across every core subject. The OECD's Programme for International Student Assessment tested more than 760,000 15-year-olds in 91 countries and economies, representing around 33 million students worldwide. In Thailand, 8,547 pupils from 273 schools took part, representing an estimated 542,700 students - about 69% of the country's 15-year-olds. Thailand scored 432 in science, 407 in mathematics and 392 in reading. These were increases of 23 points in science and 13 points in both maths and reading from 2022. Science was the main focus of PISA 2025. Thailand ranked 53rd of the 91 participants for science, up from 58th in 2022, although the OECD does not issue a single overall country ranking. Improvements have not restored earlier levels The OECD said Thailand had recovered some of the losses seen in recent assessment cycles, but its average science and reading results remained below 2015 levels. Science scores were also below Thailand's 2018 result. Only 59% of Thai students achieved at least Level 2 in science, regarded as the baseline proficiency level, compared with an OECD average of 74%. Just 1% reached the top Level 5 or 6, against 7% across OECD countries. Maths and reading results were weaker. In each subject, only 41% of Thai students reached Level 2 or above, compared with OECD averages of 65% in maths and 69% in reading. Almost no Thai students achieved the highest reading level, while 6% did so across OECD countries. Since 2015, the share of Thai pupils below Level 2 rose by six percentage points in maths and nine points in reading, although it fell by six points in science. PISA also introduced computational problem-solving, covering the use of digital tools to model problems, run experiments, analyse data and develop or debug digital products. Thailand scored 476, below the OECD average of 500. AI use is already widespread in schools Thai students reported using digital devices for learning at school for an average 2.2 hours daily, above the OECD average of 1.7 hours. Leisure use at school averaged 1.5 hours, compared with 1.1 hours across OECD countries. Some 51% said they used AI chatbots for learning at least weekly, against 46% across the OECD. The survey found 41% used AI for preliminary research, 42% to summarise texts and 41% to draft assignments; only 4% said they never or almost never used chatbots for the tasks surveyed. Thailand sits in ASEAN's upper-middle group Thailand's science score was 13 points behind Vietnam and seven behind Brunei, but 13 points ahead of Malaysia. Singapore was second globally, behind B-S-J-Z (China), and far ahead of other ASEAN participants. Three ASEAN members did not participate, while Cambodia had no computational problem-solving data. The survey also identified encouraging signs: 81% of Thai students said they put in extra effort when work became difficult, compared with 60% across the OECD. Nine in 10 said their science teacher took an interest in every student's learning. However, nearly four in 10 attended schools whose principals reported that inadequate learning materials hindered teaching. Only 38% believed they could change their social status, while 36% believed intelligence could develop through effort and feedback, compared with 69% across OECD countries. Picture courtesy of OECD Join the discussion? 19 September 2026
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