As for the indicator of educational resources, digital transformation, and artificial intelligence, the evaluation results indicated that (39%) of students' schools are affected by a shortage of teaching staff, (36%) are affected by a shortage of educational materials, and (39%) of their schools are affected by a shortage of infrastructure. Regarding the use of technology by students in Jordan in the learning process, students indicated that their average daily use of digital devices for learning at school reached (1.1) hours, while their average use of devices inside school for entertainment was one hour. It was found that (41%) of students use AI chatbots to assist in learning at least weekly. This indicates that the use of artificial intelligence has become part of study practices in Jordanian schools; as students use it for initial research on a new topic, summarizing texts, and preparing writing drafts. Despite this, (23%) reported that their classmates are distracted by digital devices in most or all science classes, and digital distraction was associated with a difference in academic achievement in Jordan greater than the organization's average. In this area, the (PISA, 2025) report indicated that there are restrictions on the use of mobile phones in schools attended by (83%) of participating students, compared to (49%) in the organization's average. These results mean that the issue is no longer just providing technology, but how to employ it in deep learning and critical thinking, while avoiding distraction and ensuring the responsible use of artificial intelligence.
As for the indicator of bullying, absenteeism, and lateness to school, (23%) of students in Jordan reported being bullied at least several times a month, while the international average was (20%). (18%) indicated that they were absent from school for one day during the previous two weeks, and (29%) of them were absent from at least one class during the same period. What is striking in the results of this indicator is that (62%) of students are late in the morning for school, compared to (50%) of international students. Here, three issues emerge that deserve direct attention from the Ministry of Education and Human Resources Development: enhancing protection against bullying, reducing absenteeism from classes, and addressing morning lateness. In the field of family support, indicators in this area declined; the percentage of students whose parents ask them weekly about what they did at school decreased from (59%) in 2022 to (51%) in 2025, which are important indications of the level of partnership with the family.
Regarding the social equity indicator, the results show that the socio-economic status in Jordan is linked to achievement, but it does not determine the fate of all students. The difference in science performance between the most socially and economically advantaged students and the least advantaged reached (42) points, compared to an average of (85) points in the organization's countries. Also, (18%) of the least socially and economically advantaged Jordanian students were able to achieve performance within the top quartile locally in science; this is an indicator of academic resilience and the ability to excel despite challenges. These are positive indications that can be worked on to be strengthened; it is important that educational equity policies are not limited to providing education for all, but include targeted support for students facing difficult circumstances, while discovering and developing the capabilities of high-achieving students from less advantaged groups.
It is certain that these results constitute a roadmap for the education system in Jordan to work on strengthening the positive aspects regarding teachers' support for their students and their interest in their learning, as well as educational equity indicators, while working at the same time to address challenges in the field of classroom discipline, lateness, absenteeism, and bullying, which are issues that affect the quality of school life and regularity in learning, in addition to strengthening partnership with families, unifying efforts and goals, and working together to guide students toward conscious uses of technology and artificial intelligence.
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