Publication volume and educational performance: Unraveling the global connection between STEM research and PISA scores with a focus on Türkiye

Abstract

This study addresses a critical gap in understanding the relationship between countries’ STEM research output and their educational performance as measured by PISA scores. While prior studies have examined STEM education policies in connection with PISA, limited attention has been paid to whether higher STEM research output correlates with improved outcomes in reading, mathematics, and science. Using bibliometric analysis, we examined STEM-related publications from 1999 onward and analyzed correlations between publication volumes in the exam year and the preceding year, and PISA literacy scores. The dataset included 6,669 publications from Web of Science and Scopus, along with PISA scores for countries with no more than one missed participation since 2000. Findings indicate that the United States is the most collaborative country in STEM research, with Türkiye and several other nations frequently contributing. However, high publication output—such as that of the U.S. and Canada—does not correspond to high PISA scores, whereas countries with lower research volume, such as Finland, consistently perform well. A strong negative correlation was identified between STEM publication volume and PISA performance, suggesting a statistically inverse association, though no causal or directional inference is implied. This study offers a novel perspective by reversing the conventional focus: rather than examining how PISA impacts academic output, it investigates how academic STEM research activity relates to educational outcomes. Particular attention is given to Türkiye’s position within this global landscape, providing context-specific insights with implications for aligning national research priorities with educational goals.

Keywords

• STEM education
• PISA
• bibliometric analysis
• research productivity
• international collaboration

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