A wake-up call for Maltese classrooms
Malta's education system is grappling with the fallout from its worst international assessment results in over a decade. The PISA 2025 scores have exposed deep cracks in teaching, reading, and learning that threaten the country's economic trajectory. The data reveals that Maltese 15-year-olds now perform below the OECD average across reading, mathematics, and science, with reading comprehension hit hardest.
The Programme for International Student Assessment, run by the Organisation for Economic Co-operation and Development (OECD), tests students every three years. Results released this September show Malta's reading score plummeted 30 points since 2022, falling to 415. That downward slide puts the island's performance below the world average and marks a sharp reversal from the modest gains recorded in 2018.
What the numbers reveal
A closer examination of the 2025 assessment paints a concerning portrait of student preparedness. Nearly one in three 15-year-olds failed to reach baseline proficiency across all three subjects, meaning they lack the essential skills to participate fully in society or the workforce. Only 52% of Maltese students attained Level 2 proficiency in reading, compared to an OECD average of 69%.
Mathematics did not fare much better, dropping from 466 in 2022 to 439 points. Science scores similarly slipped from 466 to 453. Girls continue to outperform boys in literacy, mirroring global trends, but even that figure offers little comfort given the overall decline.
For a working-age resident, these figures translate into a real risk: a future workforce less equipped to fill skilled roles in finance, iGaming, and technology — sectors that currently drive Malta's economy.
Disorder and distraction
The statistics point to learning environments that differ markedly from those of Malta's peers. Classroom disruption is a chronic issue. Some 43% of Maltese students reported that noise and disorder disrupted most or every science lesson, well above the OECD average of 31%. When asked if classmates listened to the teacher, 42% said they did not, compared to 29% internationally.
Unlike other participating countries, Malta saw no improvement in its disciplinary climate between 2015 and 2025. The data also exposes a truancy crisis: 45% of students skipped at least one full day of school in the two weeks prior to the assessment — more than double the OECD average of 22%.
The digital double-edge
The research also flagged Maltese students' heavy use of emerging technology. While digital tools promise access to information, the OECD findings suggest they may be eroding the patience required for deep reading. Maltese students reported using AI chatbots for learning at rates higher than the OECD average, with 56% using them at least once weekly versus 46% internationally.
While AI can support research and summarisation, students who rely on it to draft written assignments tend to perform worse in assessments. Teachers and education psychologists consulted for the report argue that over-reliance on technology contributes to a decline in sustained concentration — a skill essential for grappling with complex texts.
This finding creates a policy tension. The Malta-based Ministry for Education continues to roll out the "One Device Per Child" scheme, co-funded by the European Union and aimed at advancing digital literacy. Yet educators are now asking whether the push for digital inclusion has crowded out time for traditional reading.
The home front fades
A student's success has always been linked to support outside the school gates. That foundation now appears weaker. The proportion of students who reported discussing their school day with a parent or guardian at least once a week fell from 73% in 2022 to 66% in 2025. Weekly conversations about school-related problems dropped even more sharply, from 58% to 46%.
OECD experts note that economic instability and parental burnout may be contributing factors. When parents work long hours or face financial stress, they are less likely to read aloud to children or help with homework.
Structural inequality persists
The assessment confirmed a stubborn correlation between socio-economic background and educational performance. Students from disadvantaged homes face higher barriers. However, the OECD found that many advantaged Maltese students also performed poorly, suggesting the problem is not solely one of poverty but of systemic teaching and engagement failures.
A comparison with EU neighbours is sobering. Malta has one of the highest shares of its population with less than upper secondary education attainment, similar to Portugal, Italy, and Spain according to Eurostat. Yet its current reading scores trail the OECD average by a significant margin, signalling the island is losing ground.
Building a response
The Ministry for Education and the National Literacy Agency are not standing still. The National Literacy Strategy for All (2021–2030) provides a framework built on four pillars: literacy in the community, in education, resources, and professional development. Existing programs like Seħer l-Istejjer (Magic of Stories) and Aqra fis-Sajf (Summer Reading Campaign) aim to make reading a pleasure rather than a chore.
Academics are calling for an urgent national conversation — one that is evidence-based, non-partisan, and honest about structural flaws. Proposals include a curriculum review that prioritises literature and critical thinking, more research into the impact of AI on learning, and a redesign of classroom management to reduce disruption.
Project-based learning initiatives are also expanding, allowing students to develop communication and social skills alongside academic content. But the consensus among experts is clear: piecemeal interventions will not reverse a generational decline.
For Malta, a nation that has staked its future on knowledge-intensive industries, these results serve as an unambiguous warning. The true test will be whether parents, educators, and policymakers can work together to help the next generation turn the page.
