A Comparative Study of Basic Education Reform Paths from the Perspective of PISA: The Cases of Germany, England, Finland, and China

Abstract

As an international student assessment programme administered by the OECD, PISA has moved beyond merely measuring academic performance to become a crucial reference point for basic education reform globally. Amidst intensifying global educational governance, PISA shapes national judgments regarding educational quality, equity, and reform priorities through its comprehensive literacy framework and policy interpretive functions. This article utilizes document, policy text, and comparative analyses to examine how Germany, England, Finland, and China have advanced basic education reforms under PISA's influence, comparing their distinct priorities, mechanisms, and trajectories. The findings indicate that PISA has shifted basic education reform from internal experience-based logic toward external benchmarking and evidence-driven adjustments. Specifically, Germany exhibits a problem-response path focusing on national standards and equity. England demonstrates a standards-and-accountability reconstruction path centered on curriculum review and school autonomy. Finland represents continuous improvement grounded in comprehensive schooling and curriculum flexibility. Meanwhile, China's approach involves quality diagnosis and structural optimization, leveraging high performance to address structural weaknesses and assessment reform. Ultimately, this study argues that while PISA does not directly dictate national policies, it significantly reshapes how countries redefine educational quality and identify systemic issues. The resulting reform paths reveal a shared global commitment to enhancing educational quality and equity, alongside substantial differences deeply rooted in unique institutional contexts, policy traditions, and national governance styles.