PISA 2025: An overview of the strengths of the British education system

The results of PISA 2025 have once again brought an important question to the forefront: what characteristics of an education system help prepare students to thrive in an increasingly complex world?

In this latest edition, which focuses particularly on science, students in the United Kingdom achieved results above the OECD average in science, mathematics and reading, placing the UK among the highest-performing education systems across all three areas. This contrasts with results in other countries, such as Spain, which scored below the OECD average in all three areas.

These figures do not allow the performance of an education system to be attributed to a single factor, nor are they intended to establish a hierarchy between different educational models. However, they do provide an opportunity to explore the principles that characterise the British education model and the ways in which these can contribute to strong academic performance while developing the skills students will need in the future.

This is precisely the educational approach delivered across our Globeducate British International Schools, four of which are located in Spain: a model that combines academic rigour, active learning, critical thinking, personalised support, skills development and a strong international outlook.

An education model that goes beyond memorising content

One of the key strengths of the British approach is its understanding of learning as an active process. The aim is not simply for students to acquire knowledge, but to understand it, make connections and apply it in different contexts.

The National Curriculum for England, the official name of the British curriculum, is designed to develop both the knowledge students need to succeed in their assessments and their curiosity, confidence and ability to understand the world around them.

This approach directly addresses one of the key priorities in education today: developing students who are able to think independently, analyse information, ask questions and make informed decisions.

For this reason, learning in our classrooms is not limited to finding the correct answer. Students also learn to explain how they reached their conclusions, formulate hypotheses, evaluate information, put forward and justify their ideas, and listen to different points of view.

Critical thinking for understanding a complex world

The PISA 2025 results also highlight the importance of preparing students for an environment in which digital skills and the ability to solve problems are becoming increasingly important. The OECD has introduced a new assessment in this edition focusing on learning in the digital world, examining students’ ability to build knowledge and solve problems using digital tools.

In this context, knowing how to find information is no longer enough. Students also need to interpret it, evaluate it and assess its reliability.

Critical thinking is therefore a fundamental part of our students’ learning from the earliest stages. In Primary, for example, it is developed through questioning, discussions, thinking routines, problem-solving activities and tasks in which students are expected to justify their answers using evidence.

It is not simply about learning to express an opinion, but about learning to reason, construct an argument and remain open to revising our ideas when new evidence emerges.

The importance of combining knowledge and skills

Another defining characteristic of the British education model is its balance between a strong academic foundation and the development of skills that can be applied across different contexts.

Strong academic outcomes should not be understood as a choice between knowledge and skills. The two complement each other.

At GBIS schools, the British curriculum provides a structured approach to key areas such as Mathematics, Science, English, Geography, History, Art, Music and Physical Education, while also developing skills such as communication, creativity, collaboration, independence and problem-solving.

The aim is for students not only to know what they have learned, but also how to apply that knowledge when faced with new situations.

Personalised support: every student needs their own path

Academic performance depends not only on what is taught, but also on how each student is supported throughout their learning journey.

In this respect, assessment is not seen simply as a means of grading students. Within the British education model at GBIS schools, regular assessment enables teachers to identify each student’s strengths and areas where they may need additional support, adapting the learning process to their individual needs.

This personalised approach allows schools to maintain high academic expectations while providing each student with the support they need to reach their full potential.

An education model prepared for an international society

Another defining feature of British education is its international outlook. Learning in English from the earliest stages, combined with exposure to different languages and cultures, helps students develop a broader perspective and prepares them to thrive in international academic and professional environments.

This international dimension goes beyond language learning. It also involves developing the ability to understand different perspectives, communicate with people from different backgrounds and navigate increasingly global environments with confidence, through international events and experiences involving students and schools from around the world.

An education designed for what lies ahead

PISA results provide a snapshot of student performance in specific areas at a particular point in time. But education must look beyond any single assessment.

At Globeducate British International Schools, all these principles are part of everyday life: a rigorous British curriculum, active learning, personalised support, critical thinking, skills development, multilingual education and a strong international outlook.

The aim is not only to prepare students for their next assessment, but to equip them with the tools they need to continue learning, adapt to new contexts and face the challenges they will encounter throughout their lives with confidence.

Preparing students for the future is not simply about knowing more, it is about knowing how to think, how to learn, how to communicate and how to apply what they have learned to new challenges. That is precisely the essence of the British education model that we deliver every day at Globeducate British International Schools.