Educational epistemologies in the age of comparison: a scoping review of PISA’s influence on national education systems

A heuristic framework inspired by Biesta (2015), drawing on the economic, collective, and individual functions of education, provides a lens through which to examine how PISA shapes policy discourse and educational priorities. Education systems are conceptualised as sites of epistemic contestation, where the normative power of PISA is enacted, negotiated, and at times resisted. Engaging with key theoretical perspectives, the thesis analyses how power and ideology operate through transnational assessment regimes to define legitimate knowledge.

It argues that PISA functions not as a neutral instrument but as a politically embedded tool, aligned with neo-liberal policy logics and reinforced by the OECD’s global authority. While recognising variability across contexts, the study identifies constraints that limit national agency, raising concerns about the narrowing of educational purpose, the marginalisation of alternative perspectives, and reduced space for democratic engagement.

The thesis contributes conceptually and methodologically to global policy discourse by integrating a theory-informed scoping review with critical analysis. It calls for greater attention to epistemological diversity in education policy and highlights the need to preserve education as a space for pluralism, dialogue, and transformation.