PISA innovative domains: 2012–2029

In each cycle PISA measures one new skill alongside reading, mathematics and science. Below is what each domain measures, what it consists of and how to develop it in class.

2012

Creative Problem Solving

This domain measured how students act when they face a problem whose solution is not obvious and is not tied to a school subject. Tasks were computer-based: students interacted with a device or system and had to work out how it behaves.

What it consists of

Exploring and understanding: observing the situation, gathering information
Representing and formulating: building a model of the problem
Planning and executing: choosing the steps to a solution
Monitoring and reflecting: checking progress and adjusting the plan

How to develop it in class

Give students a device or game without instructions and ask them to work out how it works. What matters is not the answer but the process: hypothesise, test, adjust.

2015

Collaborative Problem Solving

This domain measured the ability to solve problems together with others. For a fair comparison, partners were computer agents: students exchanged messages with them, shared the work and reached a joint solution.

What it consists of

Establishing and maintaining shared understanding
Taking appropriate action to solve the problem
Establishing and maintaining team organisation

How to develop it in class

In group work, give each student only part of the information. Agreeing and sharing information then becomes necessary.

2018

Global Competence

This domain measured understanding of local, global and intercultural issues, the ability to take other perspectives, and readiness to act for collective well-being. It combined a cognitive test and a questionnaire.

What it consists of

Examining local, global and intercultural issues
Understanding and appreciating the perspectives and world views of others
Engaging in open, appropriate and effective interactions across cultures
Taking action for collective well-being and sustainable development

How to develop it in class

Ask students to describe one event from different viewpoints: for example, how a resident, a business owner and an ecologist see a decision to build a new road.

2022

Creative Thinking

This domain measured whether students can generate diverse and original ideas, and evaluate and improve the ideas of others. Tasks covered written and visual expression, and social and scientific problem solving.

What it consists of

Generating diverse ideas
Generating creative ideas
Evaluating and improving ideas
Four areas: written expression, visual expression, social problem solving, scientific problem solving

How to develop it in class

Ask for three clearly different solutions to one problem, then for one to be improved under a concrete constraint. Example: the task “Rethinking the school yard”.

2025

Learning in the Digital World

This domain measured the ability to learn independently in digital environments: building models with computational tools, conducting enquiry, learning from mistakes and managing one's own learning.

What it consists of

Building knowledge and solving problems with digital tools
Computational and scientific enquiry practices
Self-regulated learning: planning, monitoring, persistence

How to develop it in class

Give students a simple simulation or spreadsheet and let them discover a pattern by changing parameters. At the end, ask what they understood and where they went wrong.

2029 · next cycle

Media & AI Literacy (MAIL)

The innovative domain of PISA 2029. It assesses how critically, responsibly and consciously students engage with media content and artificial intelligence tools. The OECD is developing the full framework; this page describes its general direction based on published information.

What it consists of

Critically evaluating media and AI-generated content
Using AI tools purposefully and responsibly
Understanding how information is produced and spread in digital environments
Ethics when creating one's own content

How to develop it in class

The easiest place to start is checking an AI answer. Ask students to spot signs in a chatbot's claim that call for checking. Example: the task “Let's check the chatbot's answer”.

Sources

OECD — PISA programme, frameworks and results by cycle

The text is our own summary of the frameworks. The MAIL framework is being developed by the OECD; this page will be updated when the full text is published.