UK pupils have performed well again in international science, reading and maths tests sat every three years by hundreds of thousands of teenagers around the world.

The UK’s performance in the Programme for International Student Assessment (Pisa) remained steady, ranking below the highest-performing countries like Singapore, Estonia and parts of China, but ahead of the US, Australia and other major European nations.

But the Pisa report also warned of a worldwide decline in teenagers’ reading skills.

England’s schools minister, Georgia Gould, said the government wanted to “build on” the positive results and “go further so all young people leave school with strong literacy and numeracy”.

The Pisa tests, run by the Organisation for Economic Cooperation and Development (OECD), assess teenagers on their ability to solve problems, think critically and communicate, before asking them a wider range of questions about their education in a questionnaire.

Although the UK performed well overall, the rankings varied significantly again, with results showing England, where the curriculum is significantly different, pulling consistently ahead of Northern Ireland, Scotland and Wales.

The 2025 Pisa tests were taken by a sample of 760,000 15-year-olds in 91 countries. In the UK, where education differs between the home nations, 15,566 students took the tests in 515 schools.

Overall, they provide the biggest global snapshot of education systems and an independent view of how teenagers are performing compared with their peers in other countries, so it is a relative measure.

Gould said the government in England, which recently announced that technical subjects would soon be available to students from age 14, saw high-performing Estonia as an example of where “academic excellence can go hand in hand with high-quality vocational routes”.

“Our reforms will build on England’s strong academic foundations so future generations not only perform well, but feel connected to school and excited about where their education can take them,” she added.

But Laura Trott, England’s shadow education secretary, said the country’s successes were down to previous reforms, and accused the new government of trying to “sabotage” them.

The new Pisa report also warned of a global decline in reading standards, with teenagers losing the skills that “matter most in the age of AI”, such as being able to critically evaluate information from different sources.

The share of “hasty readers”, who rush through texts to give quick, incorrect answers, has almost doubled between 2018 and 2025. The report warned the fall was greatest in those from “relatively well off” families.

Andreas Schleicher, director of education at the OECD, said reading was the “mother of all skills” and that the steep decline was a concern.

He said children’s ability to read complex texts had declined by the equivalent of “two school years” in the last decade.

Longer-term Pisa research suggested students who read longer books performed best, he added, as it helped them to learn to hold complex information in mind.

Schools like Meadow Park, in Coventry, are adopting a range of approaches to improve pupils’ reading skills, including weekly book club discussions led by tutors.

Year 10 pupil Ampaabeng said the sessions have had a “really positive impact” on his reading since they were brought in a year ago.

The school has also invested in a wider range of books in the library, where reading for pleasure at lunchtime is encouraged.

A mobile phone ban was introduced at the school two years ago to reduce distractions – an approach which is commended by the new report.

“In a digital age, it’s easier to pick up a phone than it is a book,” head teacher Bernadette Pettman said.

She said reading together had enabled the school to “break down that fear of reading” and that pupils had “absolutely embraced it”.

One of the other big changes in education, picked up in the OECD’s report, is the use of AI.

It warns that excessive use can lead to pupils avoiding looking up information themselves, a process sometimes called “cognitive off-loading”.

In the UK, the Pisa questionnaire’s results suggested a relatively high proportion of teenagers said they had never used AI for their schoolwork.

But the OECD’s report said countries were allowing the rapid spread of AI without evidence of its impact, likening it to rolling out an untested vaccine on children.

Schleicher called on governments to provide clear guidelines, and consider whether AI could be used in a targeted way to support teaching rather than to “give quicker answers” to students.

Additional reporting by data journalists Phil Leake, Jess Carr and Isobel Cottam