Organisation for Economic Co‑operation and Development (OECD) released its 2023 PISA results last week, revealing that the cohort of 15‑year‑olds born in 2009‑10 performed worse than any previous generation on reading and mathematics. The assessment, which covered more than 760,000 students from 91 economies, showed a sharp drop in average scores and an increase in the share of low‑performers, a trend that policymakers across Europe are now scrambling to address.

Reading scores fell to their lowest level since the test began, while mathematics results slipped to a new historic low. Only three countries, the United Kingdom, Slovakia and Türkiye, managed any improvement in science, and even those gains were modest. No EU member state recorded an uplift in reading or maths, underscoring a continent‑wide challenge.

Digital habits under scrutiny

The OECD report links the decline to changing media consumption patterns. Teenagers now spend more than an hour a day on social networks, a rise from 2022, and tend to skim short posts rather than engage with longer, more demanding texts. Mathias Cormann, the OECD secretary‑general, told reporters that "more screen time and less reading for pleasure have gone hand in hand with weaker results". While the organisation stops short of blaming social media outright, it notes that the habit of rapid scrolling may erode the patience required for sustained reading and complex problem solving.

These observations echo earlier Eurostat data showing that nearly half of the EU population aged 16 or older had not read a book in the previous year. Younger adults (16‑29) read more than older cohorts, yet their engagement remains largely digital and fragmented. The OECD warns that reversing this trend will be difficult, especially as many pupils already admit they read only when forced to, and even then they tend to do so on screens, searching for information or chatting rather than absorbing continuous prose.

Widening social gaps

Beyond the overall decline, the data expose a growing inequality within countries. Students from affluent backgrounds attending well‑resourced schools continue to outperform their peers, while disadvantaged learners fall further behind. Andreas Schleicher, the OECD's education director, singled out Germany as a case where the social gap has widened over the past decade, with pupils from low‑income families increasingly concentrated in lower‑performing schools.

The report flags that one in five students now falls into the "low‑performer" category, a group lacking the basic skills needed for further education, meaningful civic participation and access to well‑paid jobs. This proportion is not uniform across Europe; nations such as the Czech Republic, Lithuania, Poland, Estonia, Switzerland, Finland and Austria maintain relatively strong results, yet even there about 40 % of pupils say "common sense should trump evidence", a mindset that hampers critical evaluation of information.

Implications for the future workforce

Literacy and numeracy are foundational for the modern economy. Employers across the EU have repeatedly warned that a shortage of workers with solid basic skills threatens productivity and hampers the transition to a greener, digital economy. The OECD's findings suggest that the next generation of entrants to the labour market may be ill‑equipped to navigate complex contracts, interpret technical specifications or engage with policy debates, potentially widening the gap between high‑skill and low‑skill occupations.

In an era of artificial intelligence, the ability to read critically, assess credibility and make informed judgments is increasingly valuable. The OECD stresses that without these competencies, young people risk being swayed by misinformation, from misleading mortgage terms to political propaganda.

Policy responses and debates

European governments are already debating how to respond. Some member states are considering stricter age limits on social‑media use for minors, echoing proposals that have surfaced in national parliaments. Critics argue that bans would be difficult to enforce and could push young people onto less regulated platforms.

Other policymakers advocate for a more balanced approach, integrating digital tools into the classroom while limiting screen time. Cormann cautioned that "beyond five hours a day, results start to fall", suggesting that moderate use of technology can be beneficial, but excessive exposure is detrimental.

Education ministries across the EU are also confronting budgetary pressures. The European Commission's latest fiscal review shows that public spending on education fell to 9.7 % of total government expenditure in 2024, the lowest share since the pandemic. While most of this funding goes to teachers' salaries, wages for educators remain below those of comparable professionals in other sectors, raising concerns about recruitment and retention.

Spending alone does not guarantee better outcomes. Schleicher pointed out that Luxembourg, which invests seven times more per pupil in science than Türkiye, does not achieve proportionally higher scores. The OECD therefore recommends focusing on learning environments rather than sheer financial input.

What works: lessons from the periphery

Some non‑EU countries provide useful case studies. Türkiye, Montenegro and Slovakia have managed to lift low‑performing learners in science by concentrating on depth rather than breadth. Cormann summarised the approach: "Teach fewer things in greater depth", a strategy that prioritises mastery of core concepts over superficial coverage of many topics.

Teacher support is another recurring theme. The report highlights chronic shortages of qualified staff, especially in regions where schools are already under‑resourced. Providing teachers with time for mentorship, rather than merely increasing class sizes, could help close the performance gap.

Parental involvement, though often overlooked, also shows a measurable impact. Simple actions such as asking children about their school day correlate with better science results and a more positive attitude toward learning, according to Cormann.

Schleicher also drew attention to East Asian models, noting that teachers in China may teach formal classes for only about 12 hours a week but spend many more hours as coaches, mentors or community workers. He described this as "one of the most important technologies for learning", the human connection that fosters curiosity and perseverance.

Looking ahead

The OECD will publish a detailed policy brief later this year, outlining recommendations for EU member states. Among the suggested measures are: reducing curriculum overload, investing in teacher professional development, creating incentives for schools serving disadvantaged communities, and promoting reading for pleasure through public libraries and community programmes.

Unions representing teachers have welcomed the focus on workload and mentorship, but warn that without concrete funding and political will, reforms may remain on paper. The European Trade Union Confederation has called for a minimum 10 % share of national budgets for education, arguing that investment in human capital is essential for a fair and resilient post‑pandemic recovery.

Business groups, while acknowledging the need for better basic skills, caution against policies that could restrict digital innovation. The European Round Table of Industrialists stresses that digital literacy is also a key competency for the future economy and that schools should teach students how to use technology responsibly rather than banning it outright.

As Europe grapples with demographic ageing, climate challenges and the digital transformation of work, the performance of its youngest citizens will shape the continent's competitiveness and social cohesion. The OECD's stark findings serve as a warning that without decisive action, a generation of teenagers may find themselves ill‑prepared for the demands of modern life, widening existing inequalities and undermining the promise of a more inclusive European future.