Lisbon, Sept. 8, 2026 (Lusa) - Teachers are concerned about improving Portuguese young people's results in the 2025 PISA international study, calling for better conditions for teachers and pupils and more training on integrating digital tools into teaching.
The performance of 15-year-old Portuguese pupils has shown room for improvement in the three areas assessed by the largest study on education, PISA (Programme for International Student Assessment), leading the National Education Federation (FNE) to say today that «discussing the quality of learning must also address the conditions in which teaching and learning take place».
In Reading, the results are below those in Portugal's first participation in 2000, whilst in Maths the figures are similar to those of 2003, when Portugal was among the countries with the lowest results.
The country improved steadily until 2015, when the OECD described it as «one of Europe's greatest success stories». In 2018, results stabilised, but have been falling ever since. In the report published today, researchers say the decline is equivalent to pupils losing more than one year's worth of lessons.
For the FNE, the results send an «unequivocal message»: «It is essential to discuss the quality of learning by addressing the conditions in which teaching and learning take place.» The FNE calls for a sustained strategy to tackle structural problems in schools that lack equipment, infrastructure, teaching materials, staff and teachers, according to the OECD study involving more than 760,000 pupils from 91 countries and economies.
In PISA 2025, Portugal emerges as one of the countries most affected by teacher shortages: only 12.9% of pupils attend schools without this problem, compared with the OECD average of 29%.
Almost half of pupils (44 %) acknowledge that the shortage of teachers affects the quality of their education.
There is some good news: 80% of pupils say that teachers take an interest in their learning, and 83% say they receive extra support when they need it – figures higher than the OECD average.
Despite the challenges schools face, Portuguese teachers support their pupils well above the OECD average.
«Teachers remain one of the greatest strengths of the state school system. If we want better results for pupils, we must ensure there are enough teachers who are valued and able to do what they do best: teach and support each pupil,» argues the FNE.
The solution lies in a «sustained strategy to attract, train, recruit and retain teachers, improve career prospects and salaries, enhance working conditions and reduce bureaucracy», adds the FNE in a statement.
Artificial Intelligence (AI) is another focus, as almost half of Portuguese pupils say they use AI to study and complete assignments.
PISA warns that, whilst technology can support learning, digital distraction and excessive use are linked to poorer results.
The FNE believes that teachers need more training in this area and that we must «invest in a genuine strategy for digital literacy and Artificial Intelligence», strengthening skills in reading, concentration, interpretation, critical thinking and intellectual autonomy.
«Artificial Intelligence should help our pupils think better, never replace their own thinking. In an increasingly technology-driven school environment, we need teachers and strong human relationships more than ever,» it said.
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