IEA Insider 2025

I N S I D E R 2025

E DU C A T I ON MA T T E R S

IEA INSIDER 2025

PARTNER CONTRIBUTORS

JOSEF BASL Czech School Inspectorate, Czech Republic

NATALIA LÓPEZ-HORNICKEL Department of Education, University of Bath, United Kingdom

PHILIPPE CATTOIR Directorate-general for Education, Youth, Sport and Culture, European Commission IRETA C ˇ EKSE Faculty of Education Sciences and Psychology, University of Latvia MARK CHETTY National Assessment Department of Basic Education, South Africa

MOHAMMAD MATAR Center for Educational Research & Development Ministry of Education, Palestinian National Authority

GRÁINNE MCHUGH Educational Research Centre, Ireland

GABRIEL NAGY Leibniz Institute for Science and Mathematics Education, Germany

LENE NORS NIELSEN Aarhus University, Denmark

AIDAN CLERKIN Educational Research Centre, Ireland

STEPHEN PROVASNIK Deputy Chair of the Publications and Editorial Committee

SYLVIA DENNER Educational Research Centre, Ireland

ANDRÉS SANDOVAL-HERNÁNDEZ ICCS International Study Center at the University of Bath, United Kingdom MATTHIAS VON DAVIER TIMSS & PIRLS International Study Center at Boston College, United States JAN-PHILIPP WAGNER ICCS International Study Center at the University of Bath, United Kingdom Contributions are published in the authors’ own words to reflect their experiences and perspectives. The views expressed do not necessarily represent the position of IEA or the IEA Insider editorial team.

FRANCISCO GATICA ICCS International Study Center at the University of Bath, United Kingdom SEAMUS HEGARTY IEA Honorary Member, Chair of the Publications and Editorial Committee MARIA MAGDALENA ISAC ICCS International Study Center at the University of Bath, United Kingdom ANN KENNEDY TIMSS & PIRLS International Study Center at Boston College, United States LALE KHORRAMDEL TIMSS & PIRLS International Study Center at Boston College, United States

CHRISTIAN CHRISTRUP KJELDSEN Danish School of Education, Aarhus University, Denmark

DIHAO LENG TIMSS & PIRLS International Study Center at Boston College, United States

EDUCATION MATTERS

IEA STAFF CONTRIBUTORS

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Editors KATIE ZUBER ANGELA COLLEY

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IEA INSIDER 2025

EDUCATION MATTERS BY DIRK HASTEDT

The title of this year’s IEA Insider , “Education Matters,” speaks to our continued commitment to improve teaching and learning by providing high-quality data that supports informed decision-making at all levels. Education is one of the building blocks of a strong and thriving society. It shapes individuals and helps communities to thrive in a changing world. At the heart of our work is a belief that sound evidence leads to better outcomes. Whether it's shaping national education policies, driving academic research, or supporting classroom practice, IEA strives to provide reliable, comparative data and research that meets the needs of policymakers, researchers, and educators alike. That said, a note of caution is warranted: while international large-scale assessments

provide important data on key indicators, they should not be treated as performance targets. Through our international studies, collaborative research, and open-access resources, we aim to keep our work both rigorous and relevant. We have reached several major milestones since the last IEA Insider . The international reports and databases for TIMSS 2023, ICILS 2023, and LaNA have been released (see pages 10, 20, 26 respectively), offering important insights that are already informing national conversations. This issue of the Insider makes space for a special feature on national perspectives (see pages 31-40), highlighting how IEA data is being put into practice and the impact it is having on education policy and practice. I am also pleased to highlight the release of Volume 2 of our Research for Educators series (see pages 81-83), which translates key findings from IEA studies into accessible insights for teachers and school leaders. This volume builds on our commitment to making international research more meaningful for those working directly in classrooms, helping bridge the gap between large-scale assessment data and everyday classroom practice.

EDUCATION MATTERS

Another highlight this year was the 11 th IEA IRC (see pages 72-75), held in Rome in partnership with INVALSI. The conference provided a welcome opportunity for the international research community to gather in person and share new findings, ideas, and approaches. The theme, Researching Education for Sustainable Futures , underscored the growing urgency of equipping young learners and education systems with the tools to meet complex and evolving challenges. The conference was also a strong reminder of the value of IEA data in advancing research that is both globally informed and locally meaningful. Also released during the IRC, a major milestone this year was the publication of the updated IEA Technical Standards , reflecting over 25 years of methodological innovation and development. These standards reinforce our commitment to scientific integrity and transparency, and help ensure our studies remain reliable over time. Throughout this issue of the IEA Insider , you will find updates and reflections that showcase the breadth of IEA’s work: from technical advancements and new study cycles to national contributions and capacity-building efforts. Together, they reinforce our shared commitment to evidence-informed education that serves not just systems, but the people within them. We thank all our partners, staff, international and national study centers, and collaborators for their continued trust and engagement. Your work matters . We hope you enjoy reading this year’s IEA Insider . ■

IEA INSIDER 2025

Table of Contents

32 Ireland on TIMSS and PIRLS 34 PIRLS: Helping South Africa Move from Crisis to Correction 36 Supporting Latvian Education Policy and Curriculum Using the Results of the ICCS Study 38 The Czech Republic on ICILS 39 LaNA: From Assessment of Learning Toward Assessment for Learning 41 AI in E ducation 46 From a Birds’ Eye View: How Countries Are Using TIMSS and PIRLS to Drive Educational Change 49 Advancing Efficiency and Quality: Progress on IEA’s Harmonization Project 52 Securing Success:

Message from IEA Chair 10 Environmental Awareness in TIMSS 2027: Supporting Curricular Goals for a Sustainable Future 16 PIRLS 2026 and the Next Chapter of Global Reading Assessments 18 ICCS 2027: Strong Participation, Exciting Developments, and Steady Progress 20 ICILS: From Insight to Innovation 24 Reaching Toward European Education Goals 26 The Successful LaNA Linking Study and New International Benchmarks 28 Building a Future for IEA’s LaNA 31 Education Matters Leveraging IEA Data for Systemic Education Reform: Five Case Studies

Inside IEA’s Tendering Journey

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55 The Startchancen-Programm: Germany's Largest Educational Support Program 58 Behind the Scenes: Coordinating Test Administrators in Germany 60 From National Roots to Global Reach: Evolving the IEA Online Survey Expert 62 Capacity Building to Strengthen Educational Assessment in Diverse Contexts 64 Expanding Horizons: ISU’s Role in International Large- Scale Assessments 66 Strengthening Capacity for Excellence in Large- Scale Education Research: IEA’s Workshops 68 IEA’s Sampling Unit: Tackling New Terrain 70 Research & Development Matters: From Idea to Influence

72 Impressions from the IEA IRC 2025 76 Exclusions and Participation Rates in IEA Studies: Striving for More Inclusiveness 78 Strengthening Ties for Stronger Research: IEA and the University of Hamburg Deepen Their Partnership 81 Reading Comprehension Matters: Connecting Research with Practice to Highlight Reading Principles on Paper and Digitally 84 PEC Welcomes Deputy Chair 86 IEA Research Award Winners 2025 90 Association and Foundation: Legal and Fiscal Changes at IEA 92 Financial Summary 2024 94 IEA Committees

IEA INSIDER 2025

Message from IEA Chair

BY CHRISTIAN CHRISTRUP KJELDSEN

“Quality education for children worldwide is not idealism—it's our collective social responsibility and can actually be achieved through participation, collaboration, and consolidation.”

As I embark on my first year as Chair of IEA, I find myself deeply inspired by the rich legacy and global impact this association has already cultivated since its founding in 1958 at the UNESCO Institute for Education in Hamburg. From these early collaborations and through the establishment of our offices in Hamburg and Amsterdam, IEA has continually expanded its influence on international education research and assessment.

objectives will serve as my guiding compass and will inform my efforts to advance the mission of IEA, ensuring we continue making meaningful contributions to education research, policy, and practice globally. My core belief is that quality education for all children is the essential foundation for enhancing quality of life and fostering sustainable economic development across diverse societies worldwide. I am myself a child of this truth. I grew up in Denmark during a time of prosperity—but this was not always the case. Strategic investments in education,

My vision focuses on three fundamental objectives: Participation, Collaboration, and Consolidation. These

EDUCATION MATTERS

research, and reforms focused on educational equity, implemented even before I started primary school, paved the way for this progress. It began and gained momentum with the landmark 1958 Danish School Act—the very same year IEA was founded—which marked a decisive shift toward equality, modernization, and democratization of the Danish school system.

essential, grounded in mutual recognition of our distinct yet complementary roles, insights and responsibilities, but we all share the common aim of improving education for all children. Strong and committed partnerships between researchers, practitioners, and policymakers ensure that research findings translate into meaningful policy actions

and practical improvements within education systems. In my view, it is our “social contract” or social obligation between these three key actors to harvest the fruits and the potential of this collaboration. Additionally, strengthening our collaboration with national and global institutions will amplify the reach and impact of our collective efforts.

Participation , to me, embodies inclusive engagement at multiple levels and should be understood broadly. Firstly, we must seek to expand participation among less represented regions in the world, particularly enhancing representation from Africa and Latin America. Broadening their participation in our studies not only strengthens our collective voice but also enriches the

“It is crucial that we evolve our methodologies to accommodate students who might otherwise feel or become excluded from our assessments.”

Finally, Consolidation is critical as we navigate a period rich in

global perspectives we bring to international educational assessments—it is beneficial for all. Every country contributes valuable insights to our shared knowledge base, and all can learn from one another as we work toward improving education worldwide. Participation also means ensuring every participating country has an influential voice in decision-making processes. The distinctive strength of IEA lies in its collaborative foundation, where both the General Assembly and individual National Research Coordinators (NRCs) share ownership of our studies and actively shape the organization's future. Empowering our NRCs and fostering collaborative governance is central to our identity, a distinguishing feature of IEA. Moreover, participation also implies an ethical commitment to inclusion within our studies—it is hard for a student to have one’s voice taken into consideration if already excluded from participation! It is crucial that we evolve our methodologies to accommodate students who might otherwise feel or become excluded from our assessments. Therefore, we must continue developing inclusive assessment designs that allow meaningful participation, for instance by providing tools to compensate for challenges such as reading difficulties, which are not the direct focus of our assessments in subjects like mathematics and science. This ensures accurate representation and equitable participation of diverse student populations. Collaboration is another key element of my objectives for the three year term as IEA chair. Effective collaboration between policymakers, practitioners, and researchers is

innovation and promising research outcomes. Over recent years, IEA’s Research & Development Fund (see page 70) has generated many groundbreaking insights that now require strategic implementation. Rather than continuously shifting towards the newest ideas, we must also ensure careful integration and sustainable application of these developments. Consolidation requires building robust internal structures, enhancing coherence between research, implementation, and policy advice, and ensuring our innovations have lasting, practical impacts. This structured approach allows us to maintain and expand the high standards of quality and reliability of our assessments that are synonymous with IEA studies. To wrap up: in a rapidly evolving educational landscape marked by global challenges, a clear focus on participation, collaboration, and consolidation is vital. These principles underpin my vision for chairing IEA during the next three-year term, emphasizing inclusive growth, effective partnerships, and thoughtful implementation of innovations. At a time of pressing global environmental concerns, assessing environmental awareness—both knowledge and attitudes, as exemplified recently in TIMSS—is among the newest illustrations of this approach. Perhaps most importantly, I am deeply convinced that this endeavor provides the foundational pillar for creating a better world for future generations. ■

IEA INSIDER 2025

TIMSS 2027 continues to serve as the global standard for long-term trends in international assessments that span grades 4 and 8. Capitalizing on advances in technology-based testing, the 2027 round expands the assessment of mathematics and science. Furthermore, environmental challenges are becoming increasingly urgent and visible. Education systems worldwide are responding by integrating sustainability and environmental responsibility into their national curricula. Reflecting this global shift, TIMSS 2027 expands the framework of environmental awareness, incorporating both knowledge and attitudes directly into its science assessment and contextual questionnaires. For policymakers, this advancement offers timely, globally comparable data on how well students are becoming prepared to understand and address critical environmental issues. These insights are key for shaping future science curricula, instructional strategies, and broader education policy aimed at environmental responsibility.

Environmental Awareness in TIMSS 2027: Supporting Curricular Goals for a Sustainable Future

BY MATTHIAS VON DAVIER & ANN KENNEDY

EDUCATION MATTERS

BUILDING ON PAST TIMSS CYCLES The focus on environmental awareness in TIMSS has evolved over time. In TIMSS 2019, a first successful attempt was made to collect data on students’ environmental awareness. TIMSS 2023 marked an important stepping stone, introducing an increased focus on the domain and a first inclusion of environmental awareness in a supplemental framework addressing environmental attitudes and behaviors. This framework, along with a suite of new interactive science items, enabled the assessment to extend what we know about students’ attitudes toward the natural environment and engagement in environmentally responsible behaviors and provide valuable insights into students’ understanding of environmental issues, including climate change, biodiversity, and conservation. The extended coverage of environmental awareness provided by the TIMSS 2023 assessment confirmed the value of this domain for stakeholders. The TIMSS Insights: Environmental Awareness thematic report documented wide variation across countries in students’ knowledge of environmental systems, their concern about issues such as pollution and climate change, and their everyday behaviors, including recycling and conserving energy. Notably, the report showed that students with higher environmental awareness also tended to report more responsible environmental behavior, highlighting the importance of measuring both cognitive and affective dimensions of environmental literacy. ENVIRONMENTAL CONTENT IN THE TIMSS 2027 FRAMEWORKS Building on these developments, TIMSS 2027 fully integrates environmental content within its updated science framework. Environmental topics are now embedded across key science content areas, including biology, earth science, and chemistry. The framework emphasizes not only students’ conceptual knowledge, but also their ability to apply scientific understanding in real-world contexts related to sustainability. Equally important, TIMSS 2027 continues to assess students’ attitudes toward the environment— recognizing that cultivating responsible environmental values is as essential as fostering scientific knowledge.

These priorities align closely with developments in national curricula across many TIMSS countries. Environmental education is increasingly being introduced at earlier grade levels and emphasized as a core cross- disciplinary theme. TIMSS 2027 supports the monitoring of these efforts by providing internationally comparable data that reflect how environmental topics are addressed within science education. In addition to achievement data, TIMSS 2027 provides an expanded system for collecting contextual information about students’ learning environments. Updated questionnaires for students, teachers, parents, and school principals capture a broad range of influences on environmental learning. These include the frequency of environmental topics discussed in school, the level of student engagement with environmental content at home, and the values and expectations conveyed by teachers and school leadership. The upcoming TIMSS 2027 Encyclopedia will further support this analysis by documenting national policies and curriculum standards related to environmental education, teacher preparation, and science instruction. RELEVANCE FOR POLICY For policymakers, TIMSS 2027 offers a powerful tool for understanding how education systems are preparing students to meet the demands of a rapidly changing world. By measuring environmental knowledge, attitudes, and application, TIMSS supports evidence-based decision- making about curriculum reform, teacher development, and instructional strategies. The inclusion of environmental awareness in TIMSS also aligns closely with international priorities such as the UN Sustainable Development Goal 4.7, which calls for education to promote sustainable development and global citizenship. As countries work to equip students not only with academic skills but also with the values and understanding needed to act as responsible stewards of the environment, TIMSS 2027 provides essential data to guide these efforts.

IEA INSIDER 2025

A RICH SOURCE OF INFORMATION FOR POLICYMAKERS The full results will be available on 9 December 2025, with an international release in Montenegro and the publication of the web-based TIMSS 2023 Longitudinal International Report. The TIMSS 2023 Longitudinal results provide more than trend reporting over time. They provide direct evidence of growth for the same students reassessed a year later, which helps in understanding how learning progresses and identify areas where education systems may show slower growth. The study’s main contributions are highlighting differences in growth linked to student background or school context, pointing to potential factors that support learning, and offering a solid, internationally comparable evidence base for discussions about educational fairness and quality. In TIMSS 2027, it is possible to re-assess the same students one year after the TIMSS 2027 assessment to investigate students’ learning gains over one year of schooling. Interested countries should reach out to IEA Amsterdam Director, Dr. Andrea Netten (a.netten@iea.nl). ■

UNDERSTANDING HOW STUDENTS LEARN: THE TIMSS 2023 LONGITUDINAL STUDY Alongside the work already underway for TIMSS 2027, the TIMSS 2023 Longitudinal Study is nearing completion and will conclude at the end of this year. This is the first time TIMSS has tracked the same students over time, providing fresh insights into how mathematical and scientific knowledge develop during a school year. By retesting the same students who participated in TIMSS 2023 one year later in 2024, the study measures actual learning gains and explores the factors that influence them. Nine education systems (Georgia, Italy, Jordan, Korea, Kosovo, Montenegro, North Macedonia, Slovenia, and Sweden) tracked students moving from Grade 4 to Grade 5; of these, three countries (Jordan, Korea, and Sweden) also followed students moving from Grade 8 to Grade 9. TRACKING PROGRESS OVER ONE YEAR Building directly on the TIMSS 2023 framework, the longitudinal study uses the same assessment methods and content. The key difference is the design: measuring the same students twice allows researchers to see how much their understanding of mathematics and science grew between 2023 and 2024. This approach helps uncover connections between academic progress and the various environments in which students learn, using information gathered from students, parents, teachers, and principals.

TIMSS Insights The TIMSS Insights series explores specific educational research topics using TIMSS data. Publications in this series use both mathematics and science achievement and contextual data to take a closer look at particular areas of research interest.

Download here: timss2023.org/insights/

EDUCATION MATTERS

PUBLICATIONS RELATED TO TIMSS

TIMSS 2023 International Results in Mathematics and Science Authors: TIMSS & PIRLS International Study Center, Boston College Download via: timss2023.org/results

TIMSS 2023 Encyclopedia: Education Policy and Curriculum in Mathematics and Science Editors: Katherine A. Reynolds, Charlotte E. A. Aldrich, A. Bookbinder, Audrey Gallo, Matthias von Davier, Ann Kennedy Download via: timss2023.org/encyclopedia Teacher Job Satisfaction: International Evidence on the Associations with Teacher Workload, School Leadership, and Student Discipline Editors: Martin Henry, Nurullah Eryilmaz, Alec I.Kennedy, Rolf Strietholt, Pontus Bäckström Download via: iea.nl/publications/series- journals/iea-compass-briefs- education-series

Liking Mathematics Counts: Fourth/Eighth-Grade Student Interest and Achievement in Mathematics Authors: Audrey Gallo, Allison Bookbinder, Charlotte Aldrich Download via: iea.nl/publications/iea-teacher- snippets

Number 27

TEACHER JOB SATISFACTION International evidence on the associations with teacher workload, school leadership, and student discipline

SUMMARY Teacher job satisfaction is pivotal for retaining competent, qualified teachers, and for enhancing their overall well-being. School working conditions play a vital role in shaping teachers’ perspectives on their career and profession. However, international comparative research is still limited in pinpointing the specific elements of the school- working conditions that correlate with teacher job satisfaction. Using data from TIMSS 2019 (Trends in International Mathematics and Science Study), this brief investigates the association between school-working conditions, school leadership, student discipline, teacher workload, and teacher job satisfaction from the perspective of eighth-grade mathematics teachers. We present evidence of a significant relationship between school leadership, student discipline, and teacher workload with teacher job satisfaction, highlighting the strong connection between school-working conditions and teacher job satisfaction. IMPLICATIONS ▶ Improving working conditions in schools is a promising approach to address the global teacher shortage, both in terms of retaining teachers and in providing attractive positions for the new generation of teachers. ▶ We find that supportive school leadership, better student behavior, and lower perceived workload, are linked with greater teacher job satisfaction. ▶ Investing in leadership training and mentorship programs, im- plementing strategies to promote positive student behavior and support classroom management, and reducing teacher adminis- trative workload can be productive initiatives to improve teacher job satisfaction.

Authors Nurullah Eryilmaz, IEA

Alec Kennedy, IEA Rolf Strietholt, IEA Stefan Johansson, University of Gothenburg Pontus Bäckström, Swedish Teachers’ Union (Education International affiliate) Martin Henry, Education International

TIMSS 2027 Assessment Frameworks Editors: Matthias von Davier, Ann M. Kennedy

Upcoming: TIMSS 2023 Longitudinal To be released 9 December 2025

Matthias von Davier, Ann M. Kennedy, Editors ASSESSMENT FRAMEWORKS TIMSS 2027

Download via: timss2027.org

Ministry of Education, Science and Innovation

examination CENTeR

Save the date! Launch of the TIMSS 2023 Longitudinal International Report and Results Tuesday, 9 December 2025 10:00am CET The online launch of the TIMSS 2023 Longitudinal International Report and Results will take place on Tuesday, 9 December 2025. The TIMSS 2023 Longitudinal Study allowed participating countries to re-assess their original sample of TIMSS 2023 students for a second time in 2024, creating two points of student achievement, and allowing for a closer look into individual learning gains over time. The launch event will highlight results and key findings from the study.

Scan the QR code or visit the IEA website TIMSS-L event page to register to join the online release event.

TIMSS 2023 International Database Available Open Access

Available in SPSS, SAS, and R, the International Database is now freely available and is accompanied by the IEA International Database Analyzer, a downloadable application developed by IEA to facilitate the analyses of TIMSS data as well as data from other large-scale assessments. In addition, the TIMSS 2023 restricted-use event log data files are available upon request. These files contain timestamped records of students’ item responses, answer changes, and interactions with the assessment content.

Scan the QR code or visit the Data Repository on the IEA website to access the TIMSS 2023 IDB.

IEA INSIDER 2025

PIRLS 2026 and the Next Chapter of Global Reading Assessments

BY ANN KENNEDY & MATTHIAS VON DAVIER

As literacy demands and reading practices continue to evolve in response to digital innovations, assessments of reading literacy need to change as well. IEA’s PIRLS, the cornerstone of global reading assessment for fourth graders, is considering the shift to more online and digital reading while also recognizing the continued importance of printed materials in many classrooms worldwide. Of course, this must be done with a measured approach that considers the integrity of trends across cycles. A key feature of the fully digital assessment in PIRLS 2026 is the integration of ePIRLS, a computer-based assessment of online informational reading first introduced in 2016. ePIRLS is part of informational reading as described in the PIRLS 2026 Reading Assessment Framework . THE EVOLVING NATURE OF READING LITERACY While reading printed books remains central, particularly among younger children learning to read, digital reading has become more common in many classrooms around the world. Today, students are exposed to and engage with information with diverse text formats, navigating hyperlinks, interpreting multimedia, reflecting on information coming from multiple sources, and evaluating aspects of online sources such as points of view and authors’ intent. The literacy demands of these comprehension processes have reshaped what it means to be a capable reader. Proficient reading now includes not only understanding content but also locating and integrating relevant information across different media. As educational expectations shift accordingly, reading assessments must capture these complex skills. EXPANDING INFORMATIONAL READING IN PIRLS Informational reading in PIRLS 2026 reflects the breadth of reading demands with the inclusion of more traditional, single-source texts with a mostly linear structure as well as through tasks designed to reflect the type of reading students do in online environments. These online tasks

were first administered in a separate assessment, ePIRLS, as an extension of PIRLS 2016. The ePIRLS tasks require students to read simulated websites that include articles, diagrams, and multimedia elements and asks them to complete school-like assignments that involve searching for specific information, comparing ideas across sources, and evaluating the content. As PIRLS continued to transition to a digital assessment with PIRLS 2021, the ePIRLS tasks from 2016 were integrated within the assessment and two newly developed ePIRLS tasks were added. The successful integration of ePIRLS into the PIRLS 2021 analysis allowed reporting results from ePIRLS and digital PIRLS together on the long-standing trend scale, making it possible for aspects of online informational reading to be described within the PIRLS international benchmarks of reading achievement.

With the 2026 cycle, PIRLS continues its journey as the gold standard of international fourth grade reading assessment.

EDUCATION MATTERS

It serves as a global reading benchmark by adapting to the realities of the diversity of texts and expanding the range of multimodal texts children are faced with at school. The current assessment design aims to provide insights into how well students can apply their reading skills in a technology-rich environment, preparing them not only for future academic success but also for informed participation in a digital society. INFLUENCES SHAPING THE FUTURE OF READING ASSESSMENT The integration of ePIRLS into PIRLS 2026 reflects several important influences that are shaping the future of reading assessments. The most notable influence is the way in which technological advancements have transformed how students read and learn, with much of today’s reading taking place online. With the COVID-19 pandemic accelerating the prevalence of online sources and use of online tools for teaching and learning, curricular standards in many countries

are emphasizing reading comprehension skills that require students to engage with diverse text formats, synthesize across sources, and think critically about online sources and multimodal content. One key consideration for the future is the extent to which equity and access contribute to students’ familiarity with digital tools and consequently their development of the complex reading comprehension skills necessary to think critically about information they may encounter online. Future PIRLS cycles will continue to take a forward-thinking approach to reading assessment—one that aligns with how students read today and how they will need to read tomorrow, whether in digital spaces or through the enduring tradition of print reading. ■

RECENT PUBLICATIONS RELATED TO PIRLS

Teaching Reading Comprehension in a Digital World: Evidence-Based Contributions Using PIRLS and Digital Texts Authors: Marian Bruggink, Nicole Swart, Annelies van der Lee, Eliane Segers Download via: link.springer.com/ book/10.1007/978-3-031-75121-9

SES in PIRLS 2021: Insights from Parent, Student, and Principal Reports

Dinaric Perspectives on PIRLS 2021: Prerequisites and Conditions for Teaching and Learning to Read Editors: Žaneta Džumhur, Paulína Kors n ˇakova, Sabine Meinck Download via: link.springer.com/ book/10.1007/978-3-031- 88002-5

Authors: Dihao Leng, Deepthi Kodamala, Katherine A. Reynolds, Bezirhan Ummugal, Matthias von Davier, Eugenio J. Gonzalez, Ann M. Kennedy Download via: pirls2021.org/insights

IEA INSIDER 2025

ICCS 2027: Strong Participation, Exciting Developments, and Steady Progress

BY ANDRÉS SANDOVAL-HERNÁNDEZ, MARIA MAGDALENA ISAC, JAN-PHILIPP WAGNER, & FRANCISCO GATICA

ICCS 2027 ADVANCES WITH STRONG PARTICIPATION ICCS 2027 is progressing with strong international engagement. To date, 25 education systems are expected to participate. Participation is especially robust across Europe, and we are working closely with additional education systems in other regions to achieve broader global representation, particularly as the participation window is set to close at the end of September 2025. FROM PILOTING TO FIELD TRIAL: ADVANCING QUESTIONNAIRE AND TEST DEVELOPMENT A major focus over recent months has been the revision of the student, teacher, and school questionnaires, alongside the continued development of cognitive items for the civic knowledge test. A significant milestone was reached with the ICCS 2027 Pilot Study, which ran successfully in nine education systems (Chile, Colombia, Cyprus, the Czech Republic, Germany, Norway, Portugal, Serbia, and Slovenia) between February and March 2025. This piloting involved 31 schools, 56 classes, and 1,256 respondents. We would like to extend a huge thank you to everyone involved in the participating education systems for their committed engagement!

Piloting activities covered five modules and combined qualitative and quantitative approaches to evaluate new item content, response formats, and digital delivery. Special attention was given to new content in the questionnaires and to ensuring clarity and cultural relevance across diverse contexts. The input received has been invaluable in guiding revisions and improving the quality and accessibility of the study instruments. The pilot also trialed innovative cognitive item formats, such as drag-and-drop and concept map items. These showed promising functionality and student engagement. These new formats, along with improvements to the questionnaires, are now being refined for use in the Field Trial. PAC MEETING PROVIDES STRATEGIC DIRECTION In June 2025, members of the ICCS Project Advisory Committee (PAC) met for two productive days of discussion and review. Their feedback helped to sharpen the conceptual direction of the study and strengthen the alignment of instruments with the revised ICCS 2027 framework. The PAC’s expert input continues to ensure the study remains relevant, robust, and responsive to evolving educational and societal contexts.

EDUCATION MATTERS

THE 3 RD NRC MEETING IN LISBON The third National Research Coordinators meeting took place in Lisbon, Portugal, from 7–11 July 2025. We are very grateful to the Instituto de Avaliação Educativa, I.P. (IAVE) for generously hosting this meeting. The event provided an opportunity to present the revised instruments, finalize Field Trial procedures, and discuss national implementation planning. An important feature of the Field Trial will be the testing of alternative response formats, including newly developed slider scales for selected questionnaire items. This will provide an opportunity to compare the functionality and usability of slider formats with traditional Likert- type scales. ■

Above: Members of the ICCS 2027 Project Advisory Committee, Sigtuna, Sweden, 2025.

Left: Second National Research Coordinators Meeting, Brussels, Belgium, November 2024.

PUBLICATIONS RELATED TO ICCS

Knowledge and Willingness to Act Pro-Environmentally: Perspectives from IEA TIMSS 2019 and ICCS 2016 Data Editors: Maria Magdalena Isac, Andres Sandoval-Hernandez, Wanda Sass Download via: link.springer.com/ book/10.1007/978-3-031- 76033-4

International Gender Differences in Civics Knowledge: Implications and Ways Forward Authors: Aidan Clerkin, Michel Welmond, Laura Gregory Download via: iea.nl/publications/series- journals/iea-compass-briefs- education-series

Upcoming: Experiencing Democracy in the Classroom: Enhancing Students’ Civic Learning Through the Development of Democratic

Learning Environments Due to be released: Early 2026

IEA INSIDER 2025

ICILS: From Insight to Innovation

BY JULIAN FRAILLON

“It was only possible to collect the rich data in ICILS 2023 due to the participation of more than 130,000 students and 60,000 teachers, ICT-coordinators, and principals from more than 5,000 schools.”

The end of 2024 was marked by the release of the ICILS 2023 international report. This was a culmination of more than 5 years’ work in the ICILS international study center at IEA, and in national centers across the 35 participating education systems. It was only possible to collect the rich data in ICILS 2023 due to the participation of more than 130,000 students and 60,000 teachers, ICT-coordinators, and principals from more than 5,000 schools. In early 2025 we released the ICILS 2023 international database—a veritable treasure trove of information that researchers and policymakers alike may use to investigate student digital literacy achievement and, more importantly, how it is being developed and what may be done to improve students’ digital literacy education. The ICILS 2023 International Report: An International Perspective on Digital Literacy presented strong concerns about students’ digital literacy achievement, in an age where their use of digital technologies continues to increase. These concerns are evident both in students’ demonstrable achievement in ICILS 2023, and with respect to the lack of improvement in grade 8 students’ digital literacy over the 10 years since the first cycle of ICILS in 2013. The report revealed that students’ computer and information literacy was lower in 2023 than in 2013. ICILS 2023 was developed,

in part, to provide data to help answer a series of research questions relating to student digital literacy achievement and the contexts in which it develops. However, the overarching question that has emerged from analyses of the ICILS 2023 student data is: Why is student digital literacy decreasing in an increasingly digital world? There are no simple answers to this question, there is no silver bullet. However, ICILS offers an opportunity for us to better understand digital literacy learning. To this end, we have planned a series of ICILS Insights reports across the coming years. These reports will focus on different aspects of digital literacy learning, including the role of teachers in fostering digital literacy learning, the role of school leadership in fostering digital literacy education within schools, the factors that appear to have the strongest associations with student digital literacy learning outcomes, and the changing nature of the digital divides that exacerbate differences in learning outcomes with respect to social disadvantage. We are currently laying the foundation for ICILS 2028 and have entered the exciting phase of reflecting on what we are learning from the past and integrating it with what we can foresee for the future. More than any other

EDUCATION MATTERS

international large-scale assessment, ICILS faces the challenge of measuring continuity, growth, and development in a field of education that itself is continuously changing. The three cycles of ICILS have taken place across a period where social media and media sharing platforms have evolved from amusing novelties to core digital information resources, internet access has become ubiquitous through smartphone

national ILSA data associated with the impact of AI on schooling, and are included in the ICILS 2023 international database. Student AI literacy, and the role of AI in education are crucial focus areas for ICILS 2028.

The second new focus area for ICILS 2028 relates to an emerging and increasing area of interest in policy and research with respect to the use of digital technologies—digital well-

use, internet speed has increased to normalize video streaming, creating and distributing digital content no longer requires detailed technical knowledge, and cloud computing is replacing local IT infrastructure in many contexts. ICILS has evolved to integrate and adapt to these changes, but also to measure achievement trends

being. In ICILS 2028, digital well-being will address aspects of people’s maintenance of a healthy relationship with technology by maximizing the benefits and minimizing the harm of digital device use. In 2023 we touched on aspects of this by asking students about their frequency of use of digital devices, screentime

“ICILS faces the challenge of measuring continuity, growth, and development in a field of education that itself is continuously changing.”

based on the core evaluative and reasoning capacities that underpin digital literacy. In addition, with each new ICILS cycle, we embrace change through the inclusion of new focus areas of the study. In 2018 we included computational thinking (CT) and in 2023 we included specific focuses on approaches to teaching with and about technology and school leadership and technology. For ICILS 2028, we are planning two new focus areas. The first, unsurprisingly relates to Artificial Intelligence (AI). ELIZA, generally regarded as the first chatbot, was developed in the mid-1960s. However, the explosion of AI into our public consciousness, and into mainstream education can be traced to the public release of ChatGPT in late 2022. As a marker of the flexibility and nimbleness of ICILS, despite the ICILS 2023 main survey instruments having been released to countries before the public release of ChatGPT, we successfully collected data from school principals in 2023 on their perceptions of the impact of GenAI on teaching and learning in their schools. These data are the first cross-

limits placed on them by their parents and their engagement in academic media multitasking. However, for ICILS 2028 we plan to focus on aspects of digital well-being associated with people’s physical, intrapersonal, and interpersonal well- being. When considering students, topics of interest include, for example, healthy habits when using digital technologies, digital resilience, cyberbullying, prosocial digital behaviors, and digital self-regulation. However, valuable insights may also be gained from digital well-being data provided by teachers, ICT-coordinators, and principals with respect to their own well-being (such as with respect to expectations of connectivity and workload) and to the policies and practices within schools aimed at supporting the digital well-being of all members of school communities. With each new cycle, the ICILS community works together to balance continuity with innovation in order to enable reliable comparisons of key educational outcomes over time, while adapting to the rapidly changing digital world. ■

IEA INSIDER 2025

Join ICILS 2028 Enrollment is open for new and returning countries and subnational entities interested in joining ICILS 2028. For more information and to download the information package, please contact contact IEA Amsterdam Director, Dr. Andrea Netten (a.netten@iea.nl) or go to the ICILS 2028 web page here: iea.nl/studies/iea/icils/2028

PUBLICATIONS RELATED TO ICILS

ICILS 2023 International Report: An International Perspective on Digital Literacy Editor: Julian Fraillon Download via: iea.nl/publications/icils-2023- international-report

True or False? Strategies to Encourage Information Evaluation in the Classroom Author: Julian Fraillon Download via: iea.nl/publications/iea-teacher- snippets

ICILS Insights Upcoming in 2026

ICILS 2023 International Database Available Open Access Available in SPSS, SAS, and R, the International Database is now freely available and is accompanied by the IEA International Database Analyzer, a downloadable application developed by IEA to facilitate the analyses of ICILS data as well as data from other large-scale assessments. ICILS measures international differences in students' computer and information literacy, referring to their ability to use computers to investigate, create, and communicate in order to participate effectively at home, at school, in the workplace, and in the community. In addition to student achievement, the study collects a rich array of contextual data on students' home and school environments.

Scan the QR code or visit the Data Repository on the IEA website to access the ICILS 2023 IDB.

IEA INSIDER 2025

Reaching Toward European Education Goals Interview with Philippe Cattoir

BY KATIE ZUBER

THE COMMISSION HAS FUNDED UP TO 75 PERCENT OF INTERNATIONAL COSTS FOR ICILS AND ICCS VIA ERASMUS+. HOW HAS THIS SHAPED THE INTEGRATION OF DIGITAL LITERACY AND CIVIC COMPETENCE DATA INTO EU-LEVEL MONITORING? Since the early 2000s, when the Lisbon Objectives set out shared European education goals, the European Commission has worked with Member States to agree on priorities and track progress. ICILS and ICCS offer something national surveys often cannot: comparable data across countries and over time. With the Basic Skills Action Plan for 2025 now recognizing digital and civic competences alongside literacy, mathematics, and science, demand for robust evidence in these areas has grown. The Commission co-funds about 75 percent of the international costs for EU and Erasmus+ associated countries to join ICILS and ICCS. This support lowers financial barriers and has had a clear impact. ICILS participation rose from seven EU countries in 2018, when there was no EU funding, to over 20 in 2023. ICCS is also expanding, with 22 Member States confirmed for 2027. Since last year, the process has been simplified: instead of each country applying for Erasmus+ grants, the Commission provides a single grant to IEA, leaving national authorities to pay only the discounted rate.

ICILS data have already underpinned an EU benchmark: by 2030, fewer than 15 percent of eighth-graders should be low-achievers in computer and information literacy. ICCS results are not linked to an adopted target, but a target based on them was proposed in the recent interim evaluation of the European Education Area (EEA) strategic framework . They are increasingly used in EU reporting to monitor civic competences and inform policy debate. HOW IS THE COMMISSION USING ICILS 2023 DATA TO INFORM POLICY DISCUSSIONS? ICILS 2023 revealed that over 40 percent of EU teenagers lack basic digital skills (they achieved less than level 2 in the Computer and Information Literacy (CIL) scale of ICILS 2023). This evidence is feeding directly into policy debates. The Digital Education Action Plan (2021–2027) uses them to pinpoint where education systems must act—modernizing curricula, improving digital learning environments, and strengthening teacher training. The 2025 Education and Training Monitor , due on 13 November, will feature a dedicated section on digital skills, using ICILS 2023 as a reference point. The survey provides more than a measure of progress: it turns the ambition of digital literacy into concrete, actionable objectives.

EDUCATION MATTERS

WHAT CAN BE EXPECTED FROM ICILS 2028, ESPECIALLY REGARDING AI-RELATED CONTENT? The Commission welcomes the inclusion of artificial intelligence in ICILS 2028, which we consider a crucial area. This is also a field in which we are investing, as the European Commission and OECD joined forces to develop an AI literacy framework for primary and secondary education. AI-related tasks will be located within the Computational Thinking domain, which in 2023 was optional for countries but will now be part of the assessment for all participants. This will give us a comparable picture across education systems of how 13–14-year-olds can use, understand, and critically assess AI tools. “The Commission co-funds about 75 percent of the international costs for EU and Erasmus+ associated countries to join ICILS and ICCS. This support lowers financial barriers and has had a clear impact.” But AI is only one piece of the puzzle. From the Commission’s perspective, ICILS 2028 can also shed light on other pressing aspects of digital competence. Given the risks posed by misinformation and disinformation, it is important to know how well young people can judge the quality and credibility of online information—including content generated by AI. Equally essential, in my view, is understanding students’ digital behavior in and out of school, especially their use of devices such as smartphones, the role of social media, and other online activities for leisure. These behaviors affect attention, learning, and academic performance, and ICILS could provide valuable comparative evidence. PARTICIPATION IN ICILS AND ICCS REMAINS UNEVEN. HOW CAN IT BE EXPANDED? All EU Member States and Erasmus+ Programme-associated countries are eligible for co-funding, as are Western Balkan and candidate countries under special provisions. Through a direct grant to IEA, the Commission covers up to 75 percent of participation fees, significantly lowering costs and simplifying the administrative process.

Beyond funding, the challenge for some countries may be to obtain sufficient buy-in from stakeholders at various levels, considering notably the workload that large-scale studies place on schools and policy considerations. My unit is available to discuss obstacles, offer advice, and, if useful, help convey the importance of participation—always within the same financial framework for all participants. Without ICILS and ICCS, Europe would lack a complete picture of digital competence and citizenship knowledge, making it harder to understand differences across education systems and to identify where reforms could bring the most benefit. ICCS participation is now finalized, though we would be delighted if more countries joined ‘at the last minute,’ and broader participation in ICILS 2028 remains a key priority. WHAT ROLE DO IEA INTERNATIONAL LARGE-SCALE ASSESSMENTS PLAY IN ADVANCING THE EU’S ‘UNION OF SKILLS’ AGENDA? The Union of Skills seeks to align education and training with Europe’s labor market and societal needs. ICCS and ICILS, alongside PIRLS and TIMSS, are central to this vision, offering robust, comparable evidence on how education systems prepare students for the demands of the 21st century. They serve three purposes. First, they pinpoint gaps and guide reforms. ICILS and ICCS identify needs in digital skills and civic engagement, while PIRLS and TIMSS do the same for core academic skills. Second, they enable peer learning by showing where high-performing systems excel. Third, they track progress toward shared objectives, offering consistent benchmarks over time. Looking ahead, the next rounds of ICCS, ICILS, PIRLS, and TIMSS will highlight trends on both familiar and emerging skills. They could spark new indicators, giving policymakers sharper evidence on transversal competences, equity gaps, and how schools are preparing young people for the road ahead. Further down the line, I would see strong potential in developing longitudinal studies. The surveys tell us where education stands today—but imagine if we could follow students over time. Linking cycles or adding longitudinal strands would reveal how skills grow, how reforms take root, and how quickly systems adapt. In a world that changes by the year, not the decade, tracking progress over time could be the next big leap for evidence-driven education policy in Europe. ■

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