Key findings

New Zealand students performed well on the Computational Problem Solving (CPS) assessment, with an average score of 531. New Zealand was 1 of the 5 OECD countries to score above 530 in CPS.

Across the 2 subscales, New Zealand students scored higher in Programming than in Modelling.

CPS is a relative strength for New Zealand students. Compared to students from other PISA participating countries/systems with similar science scores, New Zealand students scored 18 points higher in CPS.

Boys scored higher than girls in the CPS by 14 points. This pattern is observed in both subscales.

A significant equity gap was observed in CPS. In New Zealand, socio-economically advantaged students scored, on average, 55 points higher than socio-economically disadvantaged students.

New Zealand students have relatively high levels of access to digital resources at home and at school, with 94% of students having a computer that could be used for schoolwork. In schools, principals reported that more than 9 computers were available for educational purposes per 10 students.

Digital devices were widely used for learning, with 92% of New Zealand students reporting using a digital device for learning at school.

Compared to other PISA participating countries and systems, New Zealand students reported relatively low levels of AI use for schoolwork.