South Korean students’ reading comprehension abilities have fallen to their lowest point since 2000, according to the latest Programme for International Student Assessment (PISA) results released by the Organisation for Economic Co-operation and Development (OECD). The international benchmark, which evaluates the literacy and numeracy of 15-year-olds worldwide, confirmed a significant decline in reading skills among Korean students.
PISA 2022 Reveals Declining Reading Proficiency
In the PISA 2022 assessment, South Korean students achieved an average score of 501 in reading, placing them within the top 3 to 13 countries out of 91 participating nations. While still considered a strong performance internationally, this score represents a notable decrease from previous assessments and marks the lowest average since the PISA surveys began in 2000. PISA, conducted every three years, aims to compare academic achievement across countries.
The 2022 results showed a 14-point drop in the average reading score for South Korean students compared to the previous cycle. This decline is particularly stark when contrasted with the smaller decreases observed in mathematics (5 points) and science (2 points) during the same period. The data indicates a shrinking proportion of high-achieving students and a growing number of students falling below the basic proficiency level.
Shifting Performance Tiers
Specifically, the percentage of students reaching the advanced proficiency level (Level 5 or above) in reading dropped from 13.3% to 10.3%. Conversely, the proportion of students performing at the basic or below basic level (Level 1 or below) increased from 14.7% to 17.8%. This trend suggests a widening gap in reading abilities among Korean students.
A representative from the Ministry of Education’s Public Education Advancement Division attributed this decline to increased screen time on digital devices, such as social media, and a general decrease in interest in reading. “This appears to be a result of increased time spent on digital devices like social media and a decline in interest in reading,” the official stated.
International Comparisons and Gender Disparities
Several countries outperformed South Korea in the reading assessment, including Singapore (535 points), China (527 points), Macao (508 points), and Japan (503 points). Notably, Japan, which scored 10 points lower than South Korea in the 2018 PISA, has now surpassed South Korea in reading proficiency.
The standard deviation of reading scores for South Korean students was 104 points, which is larger than that of countries with similar average scores, such as Ireland (94 points), Estonia (95 points), and Macao (89 points). This wider score range indicates a significant disparity between the highest and lowest performing students within South Korea.
Gender Gap in Reading Skills
The decline in reading ability appears to be more pronounced among male students. The percentage of boys classified as low-achieving (below Level 1) rose to 22.5%, nearly double the rate for girls, which stood at 12.9%. According to PISA, students at Level 1 can typically find information in short texts but struggle to understand longer texts or synthesize information from multiple sources.
This gender disparity in reading performance is not unique to South Korea; it is a global trend observed across OECD member countries. On average, girls scored 30 points higher than boys in reading across OECD nations. Countries like Macao and New Zealand, which have similar average reading scores to South Korea, exhibit even larger gender gaps.
Educators suggest that girls may develop stronger reading comprehension skills earlier due to their generally longer attention spans in classrooms and their earlier adaptation to sitting and focusing for extended periods.
Global Trends and Contributing Factors
The decline in reading proficiency is a worldwide phenomenon. The average PISA score among OECD countries fell by 15 points to 461, and the proportion of low-achieving students increased from 26.3% to 31%. Compared to the 2015 PISA, the OECD average score dropped by 32 points, representing the most significant decline across the three assessed subjects.
Experts point to the rapid rise in short-form video consumption and social media use among adolescents, coupled with a decrease in dedicated reading time, as primary drivers of this global literacy decline. Professor Seo Hyuk from Ewha Womans University’s Korean Language Education department noted the shift towards digital reading formats.
“Adolescents are already in a situation where digital reading, like web novels, has surpassed paper book reading,” Seo stated. “Navigating through hyperlinks and reading short texts can reduce the time available for deep engagement with a single topic, thereby diminishing the ability to comprehend and analyze longer texts.”
The OECD report highlighted the concern that crucial skills for the age of artificial intelligence (AI) are weakening. “The ability to evaluate information, connect different pieces of information, and think critically about what is read has weakened,” the report stated.
Addressing the Literacy Challenge
Experts emphasize the need to significantly expand opportunities for critical thinking and deep reading within public education. Professor Cho Byung-young from Hanyang University suggested integrating reading comprehension into various subjects.
“It is necessary to strengthen literacy skills not only in Korean language classes but also in social studies and science, by having students read and derive information from long texts related to the curriculum and solve problems,” Cho advised. The Ministry of Education also plans to increase reading-related activities in schools. Initiatives include expanding the “Reading School” program, which encourages daily reading sessions, from 1,000 to 3,000 schools this year. Additionally, the ministry will designate specific grades (3rd-4th grade elementary, 1st grade middle, and 1st grade high school) as “Reading Education Focus Years” starting next year. The number of “Inquiry School” programs, which focus on question-and-discussion-based learning, will also increase from 308 this year.
Professor Kim Hye-jeong from Kyungpook National University stressed the need for a tiered approach to literacy education. “The situation is serious, with many students unable to read a full page of a long text or extract key information,” Kim said. “Beyond simply increasing reading time, we need to develop step-by-step learning strategies tailored to students’ literacy levels and provide customized training.”
Mathematics Performance Shows Mixed Trends
The PISA 2022 results also indicated a slight decline in mathematics proficiency for South Korean students, with an average score of 522, a decrease of 5 points from the previous assessment. The country ranked 5th to 7th among the 91 participating nations. Similar to reading, mathematics saw an increase in both high-achievers (23.2%) and low-achievers (18.6%), suggesting a polarization in performance.
Countries that scored higher than South Korea in mathematics include China (612 points), Singapore (563 points), Macao (549 points), Denmark (546 points), and Japan (525 points).
