The Organisation for Economic Co-operation and Development (OECD) has published the results of a new **"Survey of Adult Skills"**, which has raised concerns among education specialists. The study, highlighted by **The Economist**, covered approximately **160,000 people** across all **38 OECD member countries**. It was found that on average, **8% of university students read at the level of a ten-year-old child or worse**. Particularly high rates were recorded in Poland (21%), Israel (20%), and the USA (14%). In comparison, in Germany and France, the share of such students does not exceed 5%. Mathematics is no better off. On average across OECD countries, **9% of students** demonstrated a level of mathematical literacy corresponding to approximately ten years of age. In Italy, the USA, and Slovakia, this figure exceeds 15%, while in Israel it reaches about 21%. Experts believe that such low results are due to several factors. Among them are the consequences of the COVID-19 pandemic, which caused many students to face gaps in knowledge, a decrease in the number of applicants forcing universities to relax admission requirements, and a reduction in funding for the education system. Another factor cited by specialists is the rapid spread of generative artificial intelligence, including ChatGPT and other large language models. According to some researchers, such technologies are changing the approach to completing academic assignments and may reduce students' motivation to independently develop basic skills in reading, writing, and information analysis. At the same time, some experiments show that limiting the use of digital devices in the learning process can quickly yield positive results. For example, an English language and literature teacher at a school in Minneapolis banned students from using phones and laptops, requiring them to complete all assignments manually. If in September only **46% of students** were confident in their reading skills, by February this figure had risen to **95%**. The authors of the study emphasize that a single school experiment does not allow for universal conclusions. However, the results of the large-scale OECD study indicate a deeper problem: even in the most developed countries in the world, some students enter university with insufficiently developed basic skills. Experts believe that this problem can only be solved through comprehensive measures — from improving the quality of school education to more balanced use of digital technologies in the learning process.
