UAE Students Make Progress in Science, Maths and Reading as Dubai Private Schools Surpass National and OECD Averages in PISA 2025.
Dubai’s private schools have secured a place among the world’s top 10 performers in science, mathematics and reading in the latest Programme for International Student Assessment (PISA).
Schools have attributed the strong results to improved teaching practices, more effective use of assessment data and an increased emphasis on helping students apply classroom knowledge to real-world situations.
In PISA 2025, Dubai achieved scores of 506 in science, 496 in mathematics and 484 in reading, according to the global assessment conducted by the Organisation for Economic Co-operation and Development (OECD).
The emirate’s results were notably higher than the UAE averages, exceeding the national scores by 48 points in science, 43 points in mathematics and 51 points in reading.
Dubai students also performed above OECD benchmarks in all three subjects, scoring 24 points higher in science, 33 points higher in mathematics and 23 points higher in reading.
At the national level, the UAE ranked as the highest-performing Arab country among participating nations across all three subjects. Compared with PISA 2022, UAE students recorded gains of 26 points in science, 21 points in mathematics and 15 points in reading.
Around 34,639 students from 1,070 schools across the UAE took part in PISA 2025.
But what is driving these improvements, and what can parents learn from the results about the way students are being taught?
What does PISA assess, and why is it important?
Rather than focusing mainly on students’ ability to memorise and reproduce classroom material, PISA examines how well 15-year-olds can use their knowledge and skills in situations they could encounter outside school.
Students are assessed on skills such as interpreting information, analysing evidence, reasoning, solving problems and applying knowledge in unfamiliar circumstances.
The results therefore provide an indication of how successfully students can translate what they learn in classrooms into practical problem-solving skills.
How did Dubai compare with UAE and OECD averages?
Dubai private-school students recorded considerably higher scores than the UAE averages across science, mathematics and reading.
| Subject | Dubai private schools | UAE average | OECD average |
|---|---|---|---|
| Science | 506 | 458 | 482 |
| Mathematics | 496 | 453 | 463 |
| Reading | 484 | 433 | 461 |
The biggest difference between Dubai and the national average was recorded in reading, where private-school students in the emirate scored 51 points higher.
Dubai also remained above the OECD averages across all three subjects.
What are schools attributing the gains to?
School leaders say there is no single reason behind the improvement. Instead, they point to a combination of stronger teaching, continuous professional development, effective use of assessment data and a consistent focus on student achievement.
Poonam Bhojani, CEO of Innoventures Education, attributed the results to the group’s sustained focus on educational quality and student outcomes.
Its IB continuum schools — DIA Emirates Hills, DIA Al Barsha and Raffles World Academy — recorded average scores of 573 in mathematics, 593 in science and 583 in reading.
These results were higher than the averages reported for Dubai’s private IB schools, which stood at 542 in mathematics, 557 in science and 538 in reading.
DIA Emirates Hills performed particularly strongly, recording 620 in mathematics, 624 in science and 610 in reading.
Is problem-solving becoming more important in classrooms?
The results highlight the growing emphasis on higher-order thinking skills. Students are increasingly encouraged to analyse information, establish connections, justify their answers and use their knowledge to tackle unfamiliar challenges.
In reading, this involves going beyond straightforward comprehension and developing the ability to interpret, evaluate and critically examine information from different sources.
Mathematics and science similarly require students to investigate problems, evaluate evidence, test ideas and explain how they reached their conclusions.
These skills closely reflect the approach used by PISA, which places greater emphasis on applying knowledge than simply recalling information.
How are schools using assessment data?
At Taaleem schools, regular assessments are used to spot learning gaps early and determine where students may need extra assistance or greater academic challenge.
Nicki Williams, Director of Education at Taaleem, said most of the group’s schools performed above Dubai private-school averages. She attributed the outcomes to consistent teaching standards, leadership, professional development and the targeted use of student assessment information.
Rather than using assessment results solely for reporting purposes, schools analyse the data at school, subject, classroom and individual-student levels.
This allows teachers to identify misconceptions, modify lesson plans and provide more targeted interventions based on individual learning needs.
How did GEMS students perform?
GEMS Education students achieved average scores of 533 in mathematics, 545 in science and 527 in reading.
Lisa Crausby, Chief Education Officer at GEMS Education, said the assessment provides valuable insight into whether students can transfer their classroom learning to real-life challenges.
She said the results indicated that strong teaching, subject expertise and high expectations were contributing to student performance. The group now plans to use the findings to further improve teaching and share successful practices across its schools.
What about AI and digital literacy?
The results also provide insight into UAE students’ exposure to artificial intelligence and digital literacy in classrooms.
About 81.7 per cent of UAE students reported learning how to evaluate AI-generated information in class, compared with 62.6 per cent of students across OECD countries.
Meanwhile, 96.3 per cent of UAE students attend schools with subject-specific rules or guidance on digital device use, compared with an OECD average of 71.2 per cent.
The figures reflect a broader shift towards teaching students not only how to use technology, but also how to assess the reliability of digital information and interact with emerging tools responsibly.
Have Dubai private schools improved since 2022?
Dubai’s private schools recorded improvements across science, mathematics and reading compared with the previous PISA cycle in 2022.
Emirati students studying in Dubai also made gains, with average scores rising by 31 points in mathematics, 30 points in science and 18 points in reading.
At the national level, the UAE was among eight of the 91 participating countries and economies that recorded improvements across all three subjects compared with 2022.
Why does independent learning matter?
Nord Anglia International School Dubai has placed greater emphasis on metacognition — helping students understand and take responsibility for the way they learn.
Maggie Perkins, Deputy Head Secondary and Science Teacher, said the approach is intended to develop students who are more reflective and independent and who understand both what they are learning and which learning strategies work best for them.
She said the school was encouraged to see its students performing above Dubai private-school averages, viewing the results as an indication that its teaching and learning strategies are producing positive outcomes.
What can parents take from the results?
For parents, the findings indicate that classroom priorities are increasingly extending beyond preparation for traditional examinations.
Students are being encouraged to develop practical skills such as applying knowledge, interpreting information, solving unfamiliar problems, explaining their reasoning and navigating technology responsibly.
The UAE’s improvement comes against a challenging international picture, with OECD-wide average performance in mathematics and reading falling to historically low levels in PISA 2025.
More than 760,000 students representing 91 countries and economies participated in the assessment.
