Türkiye's international education and PISA report shows significant progress 


Educational success is often discussed through exam results, rankings, or short-term indicators. However, understanding the real impact of a country’s education policies requires looking beyond the present and examining how an entire generation is being educated. The trajectory reflected in Türkiye’s recent international education indicators bears the marks of such a long-term transformation. Findings from the Programme for International Student Assessment (PISA), positive remarks about Türkiye made by OECD Secretary-General Mathias Cormann during the Skills Summit held in Istanbul, and broader changes in educational indicators have renewed discussions about the country’s direction in education.

Commenting on these developments in an interview with Anadolu Agency, Assoc. Prof. Faik Tanrıkulu from the Department of Political Science and Public Administration in the School of Humanities and Social Sciences at Istanbul Medipol University stated that Türkiye has made notable progress in education in recent years. He pointed out that while investments in healthcare, transportation, or infrastructure may produce visible outcomes within a relatively short period, the effects of educational policies generally emerge over much longer timescales. According to Tanrıkulu, discussions about education in Türkiye often focus on teachers, exam durations, or public perceptions. International data, however, provide a more scientific and comparable basis for evaluating educational progress.

“PISA IS AN IMPORTANT REFERENCE FOR COMPARING EDUCATIONAL POLICIES”
Tanrıkulu noted that international assessment systems such as PISA serve as valuable reference points for comparing education policies across countries and stated that Türkiye has been making gradual progress in these indicators.

Emphasizing that scientific data offer a clearer picture of educational advancement, he said:

“These findings are not merely reports produced through Türkiye’s own national education policies. They come from an institutional framework that includes OECD countries and can be considered independent. At regular intervals, this framework evaluates the stage of countries’ education policies, the outcomes they produce, and their broader impact.”

Tanrıkulu stated that Türkiye’s steady progress in PISA results has become increasingly visible not only through national indicators but also through OECD assessments. He recalled that during his visit to Türkiye, the OECD Secretary-General described the country as “one of the few nations that has shown improvement over the last decade.”

“TÜRKİYE IS GRADUALLY CLOSING THE GAP WITH THE OECD”
According to Tanrıkulu, PISA measures not only students’ knowledge levels but also their ability to apply knowledge, interpret information, solve problems, and think analytically.

He noted that Türkiye has been moving toward closing the gap with OECD countries, particularly in reading literacy, mathematics, and science:

“Türkiye is gradually narrowing the gap with the OECD. An upward trend is visible in reading skills, mathematics, and science. The OECD Secretary-General also underlined that Türkiye remains in a phase of continued improvement.”

Tanrıkulu stressed that evaluating educational success solely through rankings is insufficient. He argued that countries’ starting points, socioeconomic conditions, and long-term progress should all be considered together. In his view, Türkiye’s increasing competitiveness in international education indicators reflects the visible outcomes of ongoing transformations in educational policy.

“WE NEED YOUNG PEOPLE WHO INTERPRET AND ANALYZE, NOT JUST MEMORIZE”
Tanrıkulu stated that curriculum reforms and policy changes in Türkiye have strengthened a new educational approach focused on raising individuals who can comprehend, interpret, and analyze information rather than simply memorize it from preschool through higher education.

Highlighting the growing alignment between education and the labor market, he said:

“This is not merely a shift away from rote learning. It represents a fundamental transformation toward educating young people who can interpret information and develop analytical thinking skills.”

He added that these competencies are among the core areas assessed by PISA and that individuals with strong reading comprehension, interpretation, and analytical reasoning abilities will play an increasingly important role in future education systems.

THE IMPORTANCE OF DIGITAL EDUCATION GREW DURING THE COVID-19 PANDEMIC
Recalling the disruptive effects of the COVID-19 pandemic on education systems worldwide, Tanrıkulu emphasized that Türkiye demonstrated significant resilience through its digital education infrastructure.

He noted that digital learning and assessment platforms such as EBA played a critical role during the pandemic and suggested that personalized learning models will become increasingly important in the future.

Tanrıkulu also observed improvements in reading literacy in Türkiye and pointed to the Century of Türkiye Education Model as an initiative promoting a more comprehensive educational approach. He suggested that these developments have the potential to positively influence future PISA outcomes.

“PROGRESS EXISTS, BUT SHORTCOMINGS SHOULD NOT BE IGNORED”
Tanrıkulu acknowledged that a segment of the public maintains a negative perception of educational policies in Türkiye, but argued that international data present a more concrete picture beyond such perceptions.

While emphasizing that Türkiye has made substantial progress in education, he cautioned that this should not be interpreted as ignoring existing shortcomings. Educational development, he noted, is a long-term process that requires continuous monitoring, and current achievements must be further strengthened.

He added that there is a strong possibility that Türkiye’s educational progress will be reflected in future PISA assessments.

“ARTIFICIAL INTELLIGENCE WILL TRANSFORM EDUCATIONAL MODELS”
Looking ahead, Tanrıkulu identified artificial intelligence as one of the most important topics shaping the future of education. He stated that technological transformation is changing not only production systems but also educational models.

According to Tanrıkulu, education is moving beyond a teacher-centered approach toward a model in which educators increasingly assume mentoring roles. AI-supported assessment, evaluation, and learning systems tailored to students’ personalities, abilities, and learning styles are expected to gain prominence.

Emphasizing that education can no longer rely solely on knowledge transmission in an era where artificial intelligence can generate information rapidly, he stated:

“We live in a world where machines and artificial intelligence can produce information with remarkable speed. Therefore, it is no longer sufficient for students simply to memorize knowledge. What truly matters is the ability to evaluate information, interpret it, think analytically, and integrate it into real life. Educational policies must undergo a profound digital transformation in this direction.”

Concluding his remarks, Tanrıkulu stressed the importance of policies aligned with the demands of the new era in order to sustain Türkiye’s progress in education:

“Digitalization, AI-supported learning, analytical thinking, and personalized education models will be among the most critical themes of the coming period.”

The full article was originally published by Anadolu Agency.