National reports on scientific and digital literacy: an essential diagnosis for the Romanian education system

On Wednesday, February 4, 2026, independent national reports on the level of scientific and digital literacy among students in Romania were released. The documents were developed by UNICEF and are based on two standardized assessments, carried out with the support of BRIO and the institutional support of the Ministry of Education and Research and the National Center for Curriculum and Assessment.

The reports represent a system diagnosis aimed at assessing how well students can apply the skills they have acquired (both in and outside school) in real-life situations, rather than simply reproducing information. This approach is essential for evidence-based educational policies and courses of action.

Both the report on digital literacy and the report on scientific literacy provide the data needed for a comprehensive understanding of the level of development of students' skills at the national level. The studies do not assess academic performance or completion of the school curriculum in the traditional sense, but provide objective information about functional skills so that intervention can be targeted where it is needed. Both reports find that there is a high proportion of students in the limited (transitional) literacy zone, students who have partial skills but who can make substantial progress with the right support. These results indicate real potential for development, highlighting the need for tailored and consistent interventions, especially in vulnerable communities. The two assessments highlight gaps between urban and rural students, influenced by access, resources, and socio-economic context.

The results show that almost half of the students (43%) achieve a functional level of scientific literacy, with 24% having transitional skills that can be rapidly consolidated with appropriate support. Approximately 32% of students are at risk of not being able to understand and use basic scientific concepts appropriately in practical contexts.

In the field of digital literacy, more than half of students (approximately 55%) are in the transitional zone, with partial skills that can be strengthened through appropriate programs. 8% of students achieve the "good functionality" level, while the segment of those who achieve the highest level of competence is only 0.2%. Nearly 37% of students are at risk in terms of developing functional digital skills.

These results can be an important starting point for supporting the development of students' functional skills, and UNICEF and the Ministry of Education and Research will continue their close partnership in such efforts aimed at supporting all children's access to an inclusive and quality education system.

"The findings of the reports point to systemic challenges and provide a solid basis for change, and the reforms initiated by the Ministry of Education and Research in the area of curriculum and assessment are an important step forward. UNICEF remains fully committed to working with national and local partners to ensure that every child has access to quality, inclusive education and develops the skills necessary to thrive in a rapidly changing world," said Anna Riatti, UNICEF Representative in Romania.