Book Review: PISA 2022 Results (Volume V): Learning Strategies and Attitudes for Life.

Keywords: PISA 2022, learning strategies, lifelong learning, OECD, Corona pandemic

Abstract

This article includes a brief overview of PISA 2022 Results (Volume V): Learning Strategies and Attitudes for Life, where the report highlighted several key findings that reflect the state of education globally after the Corona pandemic. The report focused on the fact that lifelong learning, bridging social gaps, and promoting modern educational strategies are the key to improving the quality of education globally and preparing students to face the future. The article reviewed the general results of the report, the results of mathematics education, and the performance of students in the Emirates and Saudi Arabia. The article also presented some suggestions and recommendations for those interested and decision-makers to employ the results of the PISA 2022 report in developing education.

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Author Biography

Hisham Barakat Hussein, Professor of Mathematics Education, King Saud University, Saudi Arabia
 

References

OECD (2024), PISA 2022 Results (Volume III): Creative Minds, Creative Schools, PISA, OECD Publishing, Paris, https://doi.org/10.1787/765ee8c2-en.
OECD (2024), PISA 2022 Results (Volume IV): How Financially Smart Are Students?, PISA, OECD Publishing, Paris, https://doi.org/10.1787/5a849c2a-en.
OECD (2024), PISA 2022 Results (Volume V): Learning Strategies and Attitudes for Life, PISA, OECD Publishing, Paris, https://doi.org/10.1787/c2e44201-en.
OECD (2024), PISA 2022 Technical Report, PISA, OECD Publishing, Paris, https://doi.org/10.1787/01820d6d-en.
OECD (2024), PISA Vocational Education and Training (VET): Assessment and Analytical Framework, PISA, OECD Publishing, Paris, https://doi.org/10.1787/b0d5aaf9-en.
Published
2024-12-15
How to Cite
Hussein, H. (2024). Book Review: PISA 2022 Results (Volume V): Learning Strategies and Attitudes for Life. International Journal of Research in Educational Sciences., 8(1), 377 - 405. Retrieved from http://iafh.net/index.php/IJRES/article/view/497