In recent years, significant attention has been drawn to the methodology of teaching in the context of international educational assessments. Among these, the Programme for International Student Assessment, known globally as PISA, has become a widely accepted benchmark for evaluating students’ learning outcomes and educational systems’ efficacy. The increasing influence of PISA results on educational policies requires a comprehensive reconsideration of teachers’ instructional methodologies, classroom practices, and professional development strategies. Adapting teaching methods in line with PISA requirements is essential for fostering higher-order thinking skills, problem-solving abilities, and the capacity for lifelong learning among students. This paper aims to elaborate on the role of PISA benchmarks in transforming the approaches teachers use, emphasize the necessity of evolving traditional practices, and provide recommendations for systemic improvement. The ultimate objective is to foster educational environments that support holistic student development and global competence.
Gulmira Kaljanova Barlikbay kizi (Sun,) studied this question.