TOC PISA 2022 Results (Volume III) - © OECD 2024

Chapter 6 School environment and creative thinking

Figures

Figure III.6.1 PISA 2022 coverage of aspects of the students' educational environment related to creative thinking
Figure III.6.2 Students’ and school principals’ growth mindset on creativity
Figure III.6.3 Student-reported use of pedagogies encouraging creative thinking
Figure III.6.4 Students’ and school principals’ views on their teachers' use of pedagogies encouraging creative th
Figure III.6.5 Pedagogies encouraging creative thinking and creative thinking proficiency across assessment dom
Figure III.6.6 Availability of activities offered at school, by school socio-economic profile
Table III.6.1 Students’ participation in activities at school
Figure III.6.7 Student participation in activities in school and creative thinking proficiency
Figure III.6.8 Student participation in activities at school and their attitudes towards creative thinking
Figure III.6.9 Student use of digital devices and creative thinking proficiency

Notes:
Kosovo: This designation is without prejudice to positions on status, and is in line with United Nations Security Council Reso
* Caution is required when interpreting estimates because one or more PISA sampling standards were not met (see Reade
Australia*
Canada*
Denmark*
Hong Kong (China)*
Ireland*
Jamaica*
Latvia*
Netherlands*
New Zealand*
Panama*
United Kingdom*
onment related to creative thinking

dagogies encouraging creative thinking

roficiency across assessment domains and facets

ards creative thinking

ted Nations Security Council Resolution 1244/99 and the Advisory Opinion of the International Court of Justice on Kosovo’s declaration
ndards were not met (see Reader’s Guide, Annexes A2 and A4).
on Kosovo’s declaration of independence.
Figure III.6.1
PISA 2022 coverage of aspects of the students' educational environment related to creative thinking

School climate and Classroom Intra- and extra- Dig

creativity practices curricular activities enviro

School principals' Pedagogies

beliefs about encouraging creative Activities at school
creativity thinking Use of dig
at sc

Teachers' beliefs Importance attached Activities outside of

about creativity to developing school
creativity

Use of dig
School openness to Use of creative Assessment outside o
creativity pedagogies practices*

Note: Colours indicate the source of the information: blue for students' report, green for school principals' report, and purple
ra- Digital
ities environment

ol
Use of digital tools
at school

of

Use of digital tools

outside of school

ncipals' report, and purple for teachers' report.

Figure III.6.2
Students’ and school principals’ growth mindset on creativity
Percentage of students who disagree/strongly disagree that "Your creativity is something about you that you cannot change

Students disagreeing/strongly disagreeing that their creativity is something about t

%
School principals agreeing/strongly agreeing that creativity can be trained
100

90

80

70

60

50

40

30

20

10

0
* i a il d e y * * ic an and ile nd age and uay dan rbia lam ru al ro
nd rg az an rkiy an ada and ubl st Ch aila Pe rtug neg a
la eo Br Icel ü rm n l p ki
ze
rl ve
r
Fi
nl ug Jo
r
Se ss
a ng
Ire G T
Ge Ca
a
Ze k R
e be i t Th D a Ur ru Po te Hu
Uz Sw C a on
w va OE iD M
Ne S lo ne
u
Br D

Notes: Only countries and economies with available data are shown.
Countries and economies are ranked in descending order of the percentage of students holding a growth mindset on creativ
Source: OECD, PISA 2022 Database, Tables III.B1.5.4 and III.B1.6.55.

Students School
disagreei principal
ng/strong s
%
ly %
agreeing/
Ireland* 62 81
Kazakhsta 61 96
Georgia 60 91
Costa Rica 58 93
Brazil 57 85
Austria 55 74
Iceland 53 98
Latvia* 52 78
Türkiye 52 91
Estonia 52 92
Germany 52 79
Denmark* 52 95
Canada* 50 90
Korea 50 97
New Zeala 50 89
Australia* 50 90
Slovak Rep 49 63
Croatia 48 71
Uzbekistan 48 99
Singapore 48 99
Switzerland 47 85
Czechia 47 87
Chile 47 94
Lithuania 47 96
Thailand 46 98
Poland 46 96
OECD aver 46 90
United Kin 46 87
Finland 46 98
Mongolia 45 99
Uruguay 44 96
United Ara 43 94
Jordan 43 93
Bulgaria 43 95
Serbia 43 89
Colombia 43 91
Brunei Dar 42 96
Norway 42
Peru 41 95
Mexico 41 92
Portugal 41 100
Spain 40 94
Montenegr 40 83
Malta 39 71
Hungary 39 98
Slovenia 39 69
Italy 39 94
Belgium 39 95
Dominican 38 97
Argentina 38 79
Qatar 38 95
Saudi Arab 37 91
Greece 36 92
Panama* 36 91
France 36 96
Romania 36 99
Malaysia 36 98
North Mace 35 97
El Salvador 35 93
Morocco 35 95
Philippines 34 96
Indonesia 32 96
Jamaica* 31 92
Netherland 31 88
Moldova 29 99
Albania 27 93
Israel 98

Chinese Ta 64 99
Macao (Chi 49 99
Ukrainian r 47 77
Hong Kong 44 95
Baku (Azerb 43 83
Palestinian 36 91
Kosovo 31 96
u that you cannot change very much"; percentage of students in schools whose principal agree/strongly agree that "Creativity can be tra

reativity is something about them that they cannot change very much
tivity can be trained

m ru al ro ry l y lic ta
r ce nce ysia or nes ca* ova el ei 7) n) vo
la Pe rtug neg ga Ita ub Qa ee a a ad i i d s ra a ip f 2 aija oso
sa n p r r l l v pp a ol I T o
us Po te Hu Re G F a
lS
a ili Ja
m M e 8 rb K
on a n M
E Ph nes s ( 1 Az e
M ic i n (
in Ch gio ku
om re Ba
D a n
ni
rai
Uk

growth mindset on creativity.

hat "Creativity can be trained"
Figure III.6.3
Student-reported use of pedagogies encouraging creative thinking
Percentage of students who agree/strongly agree with the following statements

My teachers encourage me to come up with original answers My teachers give me

%
100

90

80

70

60

50

40

30

20

10

0
r a l ay
do ni ta
n
ta
n
am ica
* sia ia
*
ga ico land da* rgia ania ysia va an co
oc orw aila
nd
ar
k*
l va l ba hs ekis ssal a ne ral rtu ex e na e o m l a l do ord r m
k o t M Ic a o J o
Sa A za b u Ja
m d s Po Ca G Ro M M N Th Den
El Ka Uz D ar In Au M
ei
un
Br

Notes: Only countries and economies with available data are shown.
Countries and economies are ranked in descending order of the percentage of students reporting that their teachers encourage
Source: OECD, PISA 2022 Database, Table III.B1.6.1.
 My My
teachers teachers
encourag give me
e me to enough
come up time to
% %
El Salvador 83 79
Peru 83 80
Albania 82 79
Philippines 81 83
Kazakhsta 80 81
Colombia 80 78
Uzbekistan 80 74
Singapore 80 76
Brunei Dar 79 77
United Ara 78 73
Jamaica* 78 72
Qatar 78 70
Indonesia 78 86
Costa Rica 77 77
Australia* 77 69
Saudi Arab 76 70
Portugal 76 71
Chile 76 74
Mexico 76 77
Dominican 75 71
Iceland 75 69
Ireland* 75 70
Canada* 75 71
Brazil 74 63
Georgia 74 71
Panama* 74 70
Romania 74 62
New Zeala 73 68
Malaysia 73 77
North Mace 72 67
Moldova 71 70
United Kin 71 62
Jordan 70 63
Croatia 69 61
Morocco 69 55
Argentina 69 66
Norway 69 55
Malta 68 61
Thailand 68 74
Uruguay 67 66
Denmark* 67 69
Hungary 67 58
Bulgaria 66 60
Türkiye 66 63
Montenegr 66 60
Slovenia 64 57
OECD aver 64 63
Slovak Rep 63 60
Serbia 63 60
Korea 62 73
Finland 61 67
Estonia 61 63
Lithuania 60 65
Mongolia 60 63
Israel 58 53
Spain 58 56
Netherland 57 61
Italy 57 54
Switzerland 56 62
Latvia* 56 60
Belgium 56 59
Greece 53 48
France 51 54
Germany 50 53
Czechia 50 49
Poland 47 44
Austria 46 54

Baku (Azerb 77 73
Hong Kong 74 75
Macao (Chi 74 71
Palestinian 74 67
Chinese Ta 73 75
Kosovo 70 67
Ukrainian r 66 69
answers My teachers give me enough time to come up with creative solutions on assignments

va co ay l ) a) i )
an nd k* aria ro age
rb
ia nd ia ae nds
* nd ium ce ia ria jan pe f 27
rd oc orw aila ar g eg r e la an Isr rla g an zech ust i h in ai
Jo or m l n
av
e S i n hu lr a e l F r a C T o
M N Th Den Bu te F
Lit e itz Be C A
er
b (
se 18
on CD e th S w Az ca
o
ne s(
M E ( a i n
O N ku M Ch gi
o
Ba re
n
ia
a in
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Uk

hat their teachers encourage them to come up with original answers.

Figure III.6.4
Students’ and school principals’ views on their teachers' use of pedagogies encouraging creative thinking

More creative Jurisdictions where "developing students' creativity" formally features in teacher initial
thinking pedagogies
Yes No Missing information
1
Both students and school principals report that their
more creative thinking pedagogies
index of creative thinking pedagogies (students' views)

0.8
Albania

0.6
R² = 0.40197548299346 Uzbekistan
Peru
Costa Rica El Salvador
Kazakhstan Dominican Re
0.4 Baku (Azerbaijan) Colombia United Arab Indonesia
Emirates
Mexico
Panama*
Singapore Chile Saudi Arabia
Jamaica* Georgia Qatar
Chinese Taipei North Macedonia
Malaysia
Canada* Portugal
Brunei Darussalam Kosovo
0.2 Iceland Palestinian
Ukrainian regions (18Moldova
Authority of 27)
Hong Kong (China)* Australia*Macao (China) Korea
Argentina Tha
Croatia Uruguay Jordan
Brazil Romania
Montenegro
Finland
New Zealand*Ireland* Türkiye
Denmark* Morocco
0 MaltaEstonia Serbia Lithuania Bulgaria
Switzerland Hungary
United Kingdom*Slovak Republic
Mongolia
Slovenia
Netherlands* Israel Latvia*
Italy Spain
-0.2 Belgium Austria
France Germany Czechia
Greece
Poland
-0.4
Both students and school principals report that their
teachers use relatively less creative thinking pedagogies
-0.6
Less creative -1 -0.8 -0.6 -0.4 -0.2 0 0.2 0.4 0.6 0.8
thinking
pedagogies index of creative thinking pedagogies (school principals' views)

Note: Only countries and economies with available data are shown.
Source: OECD, PISA 2022 Database, Tables III.B1.6.1 and III.B1.6.67; OECD, PISA 2022 System-Level Questionnaire on

Information on data for Cyprus: https://oe.cd/cyprus-disclaimer

"Teaching creatively" fea All together Yes No Missing information

Index of Index of Index of Index of Index of Index of Index of

class creative class creative class creative class
openness school openness school openness school openness
and environmen and environm and environm and
creativity t creativity ent creativity ent creativity

(School (School (School

(Students) principals) (Students) principals) (Students) principals) (Students)
Mean index Mean index Mean indexMean indexMean indexMean indexMean index

OECD average 0.00 -0.09 0.00

Serbia 0.00 -0.09 0.00
Netherlands* -0.14 -0.62 -0.14 -0.62
Kosovo 0.24 0.40 0.24
Moldova 0.21 0.53 0.21
Saudi Arabia 0.35 0.53 0.35
Palestinian Authority 0.21 0.32 0.21 0.32
Germany -0.24 -0.51 -0.240857 -0.506933
Finland 0.06 -0.14 0.06 -0.14
Brunei Darussalam 0.23 0.09 0.23 0.09
Hong Kong (China)* 0.17 -0.60 0.17
Indonesia 0.41 0.61 0.41 0.61
Slovak Republic -0.04 0.22 -0.04
El Salvador 0.50 0.79 0.50 0.79
Latvia* -0.10 0.16 -0.10 0.16
Georgia 0.30 0.26 0.30
Uruguay 0.13 -0.09 0.13 -0.09
Costa Rica 0.48 0.05 0.48
Türkiye 0.04 0.33 0.04 0.33
North Macedonia 0.28 0.35 0.28 0.35
Chinese Taipei 0.26 -0.22 0.26 -0.22
Philippines 0.40 1.39 0.40 1.39
Morocco 0.03 -0.02 0.03
Albania 0.77 0.79 0.77 0.79
New Zealand* 0.06 0.01 0.06 0.01
United Kingdom* -0.05 0.03 -0.05
Croatia 0.13 -0.28 0.13 -0.28
Czechia -0.24 -0.02 -0.24 -0.02
Brazil 0.13 0.11 0.13 0.11
Colombia 0.41 0.27 0.41 0.27
Belgium -0.19 -0.44 -0.19
Macao (China) 0.14 0.06 0.14 0.06
Peru 0.52 0.55 0.52 0.55
Denmark* 0.02 -0.13 0.018277 -0.132565
Mongolia -0.05 0.05 -0.05 0.05
Kazakhstan 0.44 0.33 0.44 0.33
Slovenia -0.08 -0.31 -0.08
Singapore 0.34 -0.14 0.34 -0.14
Iceland 0.20 -0.20 0.199228 -0.204484
Panama* 0.38 0.38 0.38
Italy -0.17 -0.36 -0.17 -0.36
Argentina 0.16 0.18 0.16
Australia* 0.15 -0.16 0.15
Baku (Azerbaijan) 0.42 -0.20 0.42
Greece -0.30 -0.20 -0.300407 -0.201358
Dominican Republic 0.45 1.02 0.452225 1.019513
Cyprus -0.16 0.21 -0.16
Mexico 0.40 0.54 0.396975 0.536074
Chile 0.35 0.16 0.35 0.16
Lithuania -0.02 0.07 -0.02
United Arab Emirates 0.40 0.62 0.40
Thailand 0.17 1.01 0.17 1.01
Malaysia 0.25 0.43 0.25 0.43
Israel -0.12 0.00 -0.12 0.00
Ukrainian regions (18 of 0.20 0.51 0.20
Ireland* 0.05 0.13 0.05 0.13
Hungary -0.05 -0.16 -0.05 -0.16
Qatar 0.30 0.68 0.30 0.68
Uzbekistan 0.54 0.84 0.54
Romania 0.13 0.45 0.13 0.45
Austria -0.19 -0.14 -0.19 -0.14
Switzerland -0.05 -0.30 -0.05
Poland -0.33 0.01 -0.33 0.01
Jamaica* 0.32 -0.15 0.32 -0.15
Estonia -0.03 -0.27 -0.030843 -0.268679
Bulgaria -0.01 0.36 -0.01
Malta -0.01 -0.38 -0.01
Portugal 0.24 0.08 0.24 0.08
Canada* 0.23 -0.08 0.23
Jordan 0.13 0.12 0.13 0.12
Montenegro 0.10 0.12 0.10 0.12
France -0.24 -0.96 -0.24 -0.96
Spain -0.15 -0.06 -0.15 -0.06
Korea 0.16 0.15 0.16 0.15

Norway -0.10 m
g creative thinking

features in teacher initial training:

Missing information

hool principals report that their teachers use relatively

ing pedagogies

Albania

Peru Uzbekistan
El Salvador
Dominican Republic
Arab Indonesia
Emirates
Mexico Philippines
di Arabia
Qatar
sia
8Moldova
of 27)
Thailand
ania

0.4 0.6 0.8 1 1.2 1.4

More creative
school principals' views) thinking pedagogies

stem-Level Questionnaire on Creative Thinking.

Missing information

Index of "Teachin
creative g
school creatively
environm " features
ent in initial
teacher
(School training
principals)
Mean index

-0.09 m
-0.09 m
 0
0.40 m
0.53 m
0.53 m
0
0
0
1
-0.60 m
1
0.22 m
1
1
0.26 m
m
0.05 m
1
0
1
1
-0.02 m
1
0
0.03 m
1
0
1
0
-0.44 m
0
1
0
1
0
-0.31 m
1
1
0.38 m
1
0.18 m
-0.16 m
-0.20 m
1
1
0.21 m
0
1
0.07 m
0.62 m
0
1
0
0.51 m
1
1
1
0.84 m
 0
1
-0.30 m
1
1
1
0.36 m
-0.38 m
0
-0.08 m
1
1
0
1
0

1
Figure III.6.5
Pedagogies encouraging creative thinking and creative thinking proficiency across assessment domains and facets
Likelihood (odds ratio) of getting full credit on the test items when students agree/strongly agree that “their teachers value stude

odds ratio ▲: Generating Creative Ideas ■ : Generating Diverse Ideas ● : Evaluating

1.60

Library Acce

1.50

1.40

Robot Story (Item 1)

1.30
Space Comic (Item 2) Save the Bees (Item 2)

Science Fair Poster (Item 2) Space Comic (Item 1)

1.20

2983
Library Acce
1.10
Illustration Titles (Item 2)

Science Fair Poster (Item 1)

1.00
Visual expression Written expression Social prob

Notes: Each marker corresponds to one of the 32 items in the PISA 2022 Creative Thinking Assessment. Shapes denote the th
Source: OECD, PISA 2022 Database, Table III.B1.6.5.

All domains
All facets GDI GCI
test_item domain facet unit name item_diffic st335q02ja_d
dt240q02c Written GDI Space Comi 42.92 1.25 2 1.25 1
dt300q02c Written GDI Illustration 32.85 1.13 2 1.13 1
dt350q02c Written GDI 35.69 1.19 2 1.19 1
dt570q01c Written GDI Robot Story 31.09 1.30 2 1.30 1
dt240q01c Written GCI Space Comi 42.92 1.23 2 1
dt300q01c Written GCI 44.65 1.10 2 1
dt350q01c Written GCI 44.09 1.26 2 1
dt360q01c Written GCI 42.80 1.13 2 1
dt370q01c Written GCI 2983 37.56 1.16 2 1
dt570q02c Written GCI 36.37 1.22 2 1
dt350q03c Written EII 44.72 2 1
dt570q03c Written EII 36.94 2 1
dt520q02c Visual GDI 43.57 1.14 2 1.14 1
dt200q01c Visual GCI Science Fai 53.91 1.03 2 1
dt200q02c Visual EII Science Fai 56.66 2 1
dt520q03c Visual EII 45.10 2 1
dt400q01c Social GDI 43.14 1.17 2 1.17 1
dt420q01c Social GDI 42.70 1.25 2 1.25 1
dt500q01c Social GDI Library Acce 37.00 1.16 2 1.16 1
dt610q01c Social GDI 48.61 1.19 2 1.19 1
dt400q02c Social GCI Save the Be 43.69 1.24 2 1
dt420q02c Social GCI 27.70 1.19 2 1
dt620q01c Social GCI 41.67 1.11 2 1
dt400q03c Social EII 44.13 2 1
dt500q02c Social EII Library Acce 53.35 2 1
dt630q01c Social EII Public Tran 45.14 2 1
dt550q01c Science GDI 46.59 1.28 2 1.28 1
dt690q01c Science GDI Save the Ri 46.41 1.20 2 1.20 1
dt700q01c Science GDI 49.59 1.26 2 1.26 1
dt550q02c Science GCI 52.02 1.19 2 1
dt680q01c Science EII 42.15 2 1
dt690q02c Science EII Save the Ri 49.59 2 1
ment domains and facets
at “their teachers value students’ creativity”, by ideation processes and domain contexts; OECD average

Ideas ● : Evaluating and Improving Ideas

Library Accessibility (Item 2)

Save the River (Item 2)

Save the Bees (Item 2)

Public Transport
Save the River (Item 1)

Library Accessibility (Item 1)

m 2)

Social problem solving Science problem solving

sment. Shapes denote the three different ideation processes and colours denote the four different domain contexts. Labeled markers corres

All domains Written

GCI EII GDI - Written GCI - Written EII - Written GDI - Visual
 3 5 1.25 4 6 2
3 5 1.13 4 6 2
3 5 1.19 4 6 2
3 5 1.30 4 6 2
1.23 3 5 4 1.23 6 2
1.10 3 5 4 1.10 6 2
1.26 3 5 4 1.26 6 2
1.13 3 5 4 1.13 6 2
1.16 3 5 4 1.16 6 2
1.22 3 5 4 1.22 6 2
3 1.14 5 4 6 1.14 2
3 1.28 5 4 6 1.28 2
3 5 4 6 2
1.03 3 5 4 6 2
3 1.17 5 4 6 2
3 1.08 5 4 6 2
3 5 4 6 2
3 5 4 6 2
3 5 4 6 2
3 5 4 6 2
1.24 3 5 4 6 2
1.19 3 5 4 6 2
1.11 3 5 4 6 2
3 1.34 5 4 6 2
3 1.55 5 4 6 2
3 1.21 5 4 6 2
3 5 4 6 2
3 5 4 6 2
3 5 4 6 2
1.19 3 5 4 6 2
3 1.15 5 4 6 2
3 1.53 5 4 6 2
xts. Labeled markers correspond to items that are publicly released (see Chapter 1).

Visual Social
GDI - Visual GCI - Visual EII - Visual GDI - Social GCI - Social EII - Social
 1 3 8 7 9
1 3 8 7 9
1 3 8 7 9
1 3 8 7 9
1 3 8 7 9
1 3 8 7 9
1 3 8 7 9
1 3 8 7 9
1 3 8 7 9
1 3 8 7 9
1 3 8 7 9
1 3 8 7 9
1.14 1 3 8 7 9
1 1.03 3 8 7 9
1 3 1.17 8 7 9
1 3 1.08 8 7 9
1 3 8 1.17 7 9
1 3 8 1.25 7 9
1 3 8 1.16 7 9
1 3 8 1.19 7 9
1 3 8 7 1.24 9
1 3 8 7 1.19 9
1 3 8 7 1.11 9
1 3 8 7 9
1 3 8 7 9
1 3 8 7 9
1 3 8 7 9
1 3 8 7 9
1 3 8 7 9
1 3 8 7 9
1 3 8 7 9
1 3 8 7 9
 Science
EII - Social GDI - Science GCI - Science EII - Science
 11 10 12
11 10 12
11 10 12
11 10 12
11 10 12
11 10 12
11 10 12
11 10 12
11 10 12
11 10 12
11 10 12
11 10 12
11 10 12
11 10 12
11 10 12
11 10 12
11 10 12
11 10 12
11 10 12
11 10 12
11 10 12
11 10 12
11 10 12
1.34 11 10 12
1.55 11 10 12
1.21 11 10 12
11 1.28 10 12
11 1.20 10 12
11 1.26 10 12
11 10 1.19 12
11 10 12 1.15
11 10 12 1.53
Figure III.6.6
Availability of activities offered at school, by school socio-economic profile
Percentage of students in schools whose principal reported that their school offers the following activities at least once a we

All students Disadvanategd schools Advantaged schools

%
80
70
60
50
40
30
20
10
0
g) d) es es es b
in an iti iti iti clu
aw r,
b tiv tiv tiv ce
dr oi / ac / ac / ac i en
g, ch es es es Sc
tin g. as
s
as
s
as
s
i n e. cl cl cl
pa s( g re g
g. e in at tin
( e. viti m e ri
s cti m th w
tie s/
a ra a, e
vi e rog am tiv
cti ss rp Dr ea
/ a la te Cr
es i cc pu
ss us m
la Co
rtc M
A ( e
ons
ti
ica
ubl
P

Notes: Differences between advantaged and disadvantaged schools are all statistically significant (see Annex A3).
A socio-economically disadvantaged (advantaged) school is a school in the bottom (top) quarter of the PISA index of econo
Items are ranked in descending order of the percentage of students in schools whose principal reported that their school off
Source: OECD, PISA 2022 Database, Tables III.B1.6.65 and III.B1.6.66.

Percentage of students in schools whose principal

reported that their school offer the following
activities at least once or twice a month
Disadvanategd Advantaged
All schools schools
students Non- Significa Non- Significa
AVG significan nt significan nt
% %t differenc
% %t differenc
%
Art classes/activities (e 65 differenc es
63 differenc es
70
Music classes/activities 59 54 69
Computer programming c 42 37 52
Drama, theatre classes/a 35 27 47
Creative writing classes/ 30 28 36
Science club 24 19 34
Debate club 15 10 25
Publications (e.g. news 11 8 16
owing activities at least once a week; OECD average

ools Advantaged schools

es b b e)
iti clu clu z in
tiv ce te ga
ac i en ba a
e s/ Sc De
ym
ss rar
cla it e
g ,l
ri tin ook
b
ar
ye
e r,
ap
sp
w
. ne
g
( e.
ons
ti
ica
ubl
P

gnificant (see Annex A3).

quarter of the PISA index of economic, social and cultural status (ESCS) amongst all schools in the relevant country/economy.
ncipal reported that their school offers the activities at least once a week.
untry/economy.
Table III.6.1
Students’ participation in activities at school

Percentage of students who report that they pa

Art classes/activities Music Computer

(e.g. painting, classes/activities (e.g. programming
drawing) choir, band) classes/activities

% % %
Korea 60 55 29
Estonia 53 53 14
Germany 49 39 24
Peru 47 24 20
Colombia 45 27 30
Switzerland 42 33 21
Uruguay 42 20 20
North Macedonia 40 37 36
Austria 40 35 34
Brazil 39 19 20
Albania 38 37 38
Dominican Republic 36 28 28
Chile 35 30 16
Philippines 34 33 30
Thailand 34 30 26
Slovenia 34 23 22
Ireland* 33 26 20
Uzbekistan 33 33 39
Netherlands* 33 12 11
Kazakhstan 33 27 34
Norway 33 24 12
Costa Rica 33 31 26
Panama* 32 27 24
Finland 32 22 14
Indonesia 31 27 31
United Arab Emirates 31 23 35
Romania 30 25 29
Jordan 30 23 28
Latvia* 30 25 12
Qatar 29 21 30
Türkiye 29 25 21
Malaysia 29 15 20
Hungary 28 24 21
Canada* 28 19 15
Jamaica* 28 21 23
OECD average 27 22 17
Mongolia 26 22 25
Bulgaria 26 23 27
Australia* 25 19 13
New Zealand* 25 18 14
El Salvador 25 22 26
Mexico 24 15 20
United Kingdom* 24 15 14
Iceland 24 19 9
Slovak Republic 24 17 16
Argentina 23 17 28
Georgia 23 22 20
Brunei Darussalam 22 6 16
Serbia 22 18 21
Montenegro 22 19 21
Spain 21 16 23
Saudi Arabia 19 17 27
Moldova 18 18 22
Malta 17 10 20
Morocco 17 20 29
Croatia 17 15 38
Belgium 16 14 12
France 15 9 12
Singapore 15 18 12
Czechia 14 14 9
Greece 14 13 27
Israel 13 11 22
Lithuania 13 18 10
Poland 13 9 13
Italy 11 7 13
Portugal 10 7 7
Denmark* 9 9 9

Macao (China) 55 58 38
Chinese Taipei 44 53 37
Palestinian Authority 37 23 35
Baku (Azerbaijan) 34 35 28
Kosovo 31 29 28
Hong Kong (China)* 29 33 16
Ukrainian regions (18 of 27) 21 18 25

Notes: Only countries and economies with available data are shown.
Countries and economies are ranked in descending order of the percentage of students reporting that they are participating
Source: OECD, PISA 2022 Database, Table III.B1.6.6.
 Less than 25%
Between 25% and 50%
More than 50%

ho report that they participate in the following activities in their school at least once a week

Creative writing Drama, theatre

Science club Debate club
classes/activities class/activities

% % % %
27 16 8 12
21 10 10 9
15 11 10 5
34 16 19 15
35 26 22 25
17 10 10 8
29 13 17 18
35 26 27 28
17 27 10 10
39 18 22 20
41 29 35 34
33 20 27 28
22 18 14 14
38 26 26 21
31 24 21 20
12 12 12 11
23 6 17 10
35 45 32 34
13 6 10 7
34 23 23 27
19 7 10 9
20 12 9 11
28 18 18 16
19 7 9 7
29 23 22 24
32 23 23 20
21 13 13 14
29 28 27 28
17 9 10 8
30 22 19 19
12 10 11 9
23 23 13 12
13 7 9 8
23 9 16 8
34 17 19 14
16 11 11 9
30 21 15 22
20 22 22 22
23 7 13 7
21 6 12 6
27 19 21 19
22 14 12 12
21 11 12 5
 19 8 16 10
19 17 16 17
20 17 16 14
23 21 20 25
25 10 6 5
14 16 14 13
19 21 17 18
10 11 9 10
22 21 20 21
22 15 15 16
25 11 10 9
21 23 22 21
14 10 10 11
9 6 7 5
9 6 8 6
15 6 8 4
7 7 8 7
19 17 13 13
12 15 12 11
9 10 10 8
6 8 8 7
8 8 8 10
7 6 6 7
10 15 6 9

25 14 12 8
22 13 29 10
31 31 28 27
36 20 29 29
30 29 26 28
16 9 12 8
19 15 17 15

hat they are participating in art classes/activities (e.g. painting, drawing) in their school at least once a week.
 Publications (e.g.
newspaper,
yearbooks, literary
magazine)
%
8
9
5
17
21
7
17
27
9
19
34
28
13
24
21
10
7
33
6
23
8
9
17
7
23
20
11
27
9
19
9
15
7
8
14
8
18
19
6
5
22
13
5
12
15
13
21
5
13
16
7
21
14
8
21
10
5
6
6
7
12
9
7
7
8
5
5

7
12
28
31
25
9
15
Figure III.6.7
Student participation in activities in school and creative thinking proficiency
Mean score in creative thinking; OECD average

Art classes/activities (e.g. painting, drawing) Creative writing classes/activities

Mean score Drama, theatre class/activities Computer programming classes/activities

40

35

30

25
Never or almost never About once or twice a year About once or twice a month About once or twice a week

Source: OECD, PISA 2022 Database, Tables III.B1.6.7, III.B1.6.8, III.B1.6.11 and III.B1.6.14.

Mean score in creative thinking by the following responses

about participating in the following activities
About About About Every
Never or
once or once or once or day or
almost
twice a twice a twice a almost
never
year month week every day

Mean Mean Mean Mean Mean

AVG
score score score score score
Art classes/ 34 32 31 33 30
Creative wri 34 32 32 31 29
Drama, thea 34 31 29 31 27
Computer pr 34 31 30 32 29
 writing classes/activities
er programming classes/activities

About once or twice a week Every day or almost every day

Figure III.6.8
Student participation in activities at school and their attitudes towards creative thinking
Mean index difference between students who participate at least once a week in the following activities compared to the res

Creative self- Openness to

efficacy intellect

Before accounting for gender, students' and schools' socio-economic profile and the stude
Dif. After accounting for gender, students' and schools' socio-economic profile and the studen
0.30
Students who regularly partici
more confident about their c
0.25 and report more openness t

0.20

0.15

0.10

0.05

0.00
Creative writing classes/activi- Publications (e.g. newspaper, Art classes/activities (e.g. Science club
ties yearbook, literary magazine) painting, drawing)

Notes: All differences are statistically significant (see Annex A3).

Items are ranked in descending order of the difference in the index of openness to intellect, after accounting for gender, stu
Source: OECD, PISA 2022 Database, Tables III.B1.6.23 and III.B1.6.24.

Variation in the index of

self-efficacy when
students participate
Significant differenceat
AVG least once a week in the
Before accounAfter accounting for gender, students' and schools' socio-economic profile and the stu

Creative writing classes/ 0.2 0.3

Publications (e.g. news 0.2 0.2
Debate club 0.2 0.2
Art classes/activities (e 0.2 0.2
Science club 0.1 0.2
Drama, theatre classes/a 0.2 0.2
Music classes/activities 0.2 0.2
Computer programming c 0.1 0.1

Variation in the index of

AVG openness to
Significant intellect
difference
when
Before students
accounAfter accounting for gender, students' and schools' socio-economic profile and the stu
participate at least once
Creative writing classes/ 0.2 0.3
Publications (e.g. news 0.1 0.2
Debate club 0.1 0.2
Art classes/activities (e 0.2 0.2
Science club 0.1 0.2
Drama, theatre classes/a 0.1 0.2
Music classes/activities 0.2 0.2
Computer programming c 0.1 0.2
activities compared to the rest of students; OECD average

-economic profile and the students' mathematics and reading performance

economic profile and the students' mathematics and reading performance

udents who regularly participate in these activities are

ore confident about their creative thinking skills
nd report more openness to intellect

Science club Music classes/activities (e.g.

choir, band)

er accounting for gender, students' and schools' socio-economic profile and the students' mathematics and reading performance.

economic profile and the students' mathematics and reading performance

economic profile and the students' mathematics and reading performance
ding performance.
Figure III.6.9
Student use of digital devices and creative thinking proficiency
Mean score in creative thinking; OECD average

Digital learning activities at school Digital learning activities on weekend

Mean score
Digital leisure at school Digital leisure on weekends

40

35

30

25
None Up to 1 hour More than 1 More than 2 More than 3 More than 4 More than 5 M
hour and up to 2 hours and up to hours and up to hours and up to hours and up to hou
hours 3 hours 4 hours 5 hours 6 hours

Note: Accounting for gender and students’ and schools’ socio-economic profiles, all paired differences are statistically significan
Source: OECD, PISA 2022 Database, Tables III.B1.6.26, III.B1.6.28, III.B1.6.29 and III.B1.6.31.

Mean creative thinking score of students with the following responses about using digital resources

More More More More More More

than 1 than 2 than 3 than 4 than 5 than 6 More
Up to 1
None hour and hours hours hours hours hours than 7
hour
up to 2 and up to and up to and up to and up to and up to hours
hours 3 hours 4 hours 5 hours 6 hours 7 hours

Mean Mean Mean Mean Mean Mean Mean Mean Mean

AVG
score score score score score score score score score
Digital lear 30 34 33 34 33 33 32 31 31
Digital lea 30 34 35 35 35 34 33 33 30
Digital leis 32 35 34 33 32 31 30 29 29
Digital lei 28 30 33 35 36 35 35 34 33
tal learning activities on weekends
tal leisure on weekends

re than 4 More than 5 More than 6 More than 7

and up to hours and up to hours and up to hours
hours 6 hours 7 hours

ces are statistically significant at school, except for the difference between “more than 7 hours a day” and “more than 6 hours and up to 7 ho
than 6 hours and up to 7 hours” at school for leisure.
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reative thinking: Chapter 6 figures and tables
This Excel file contains the data for the following figure or table:

PISA 2022 Results (Volume III) - © OECD 2024

School environment and creative thinking - Table III.6.2. School environment and creative thinking: Chapter 6 figure
Version 1 - Last updated: 18-Jun-2024
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reative thinking: Chapter 6 figures and tables