Nearly one in three young Europeans leaves school without the reading and mathematical skills needed to function fully in modern society, according to a leading education researcher. Maciej Jakubowski, director of the Educational Research Institute in Warsaw, said the latest OECD PISA report shows an increasing number of students failing to reach a basic level of proficiency in reading or mathematics.
Speaking to European Pulse, Jakubowski explained that roughly one-third of young Europeans now score below Level 2 on the PISA scale—a threshold widely considered the minimum for navigating everyday life and work. "Below Level 2 means they are functionally illiterate," he said, even if they can decode individual words.
A continental slide in basic skills
The decline is not confined to a few lagging member states. Jakubowski noted that the trend is visible in most European countries, from France and Germany to Poland and the Nordic nations. The PISA tests, administered every three years to 15-year-olds, have long been a benchmark for comparing education systems across the OECD. The latest round, published in late 2023, confirmed a downward trajectory that had already alarmed policymakers before the pandemic.
Experts point to a mix of factors: disrupted schooling during COVID-19, teacher shortages, and the growing distraction of smartphones. But Jakubowski is careful not to overstate the link. "We cannot say causally that there is a relationship, but that's the first guess," he said, referring to the role of social media and screen time in eroding reading habits.
His caution echoes a broader debate among educators. Some argue that digital tools can enhance learning, while others see them as a primary driver of declining attention spans. A recent study suggested that pop-up warnings may reduce young people's social media use, but whether that would translate into better literacy remains unclear.
The implications extend beyond the classroom. Adults with low literacy are more likely to struggle with job applications, financial decisions, and even health information. In an era of fake news and disinformation, the ability to critically read and evaluate sources is more vital than ever. Jakubowski's warning comes as European governments grapple with how to reverse the trend, with some investing in remedial programs and others debating curriculum reforms.
The problem is not just academic. A workforce lacking basic skills could undermine Europe's competitiveness, particularly as automation and artificial intelligence reshape industries. The European Commission has made education a priority, but progress is uneven. In countries like Portugal, where electric vehicle sales are booming, the demand for skilled workers is high, yet many young people are not equipped to fill those roles.
Jakubowski's remarks also resonate with a broader generational anxiety. Many young Europeans, already worried about housing costs and job security, now face the added burden of inadequate foundational skills. Some have even given up on the idea of retirement, a sign of how deeply economic pessimism has taken root.
While the PISA results are sobering, Jakubowski insists they are not a verdict on an entire generation. "These are averages," he said. "Many students excel, but we cannot ignore the growing tail of underperformers." He called for targeted support for struggling schools and early intervention programs, rather than blanket policies that may miss the most vulnerable.
The debate over social media's role is likely to intensify. Some researchers argue that the constant flow of short-form content rewires young brains, making sustained reading more difficult. Others point to a lack of parental involvement or the decline of school libraries. Jakubowski's "first guess" may not be the final word, but it is a starting point for a conversation Europe can no longer afford to postpone.
