Assessing Science Proficiency of Future Educators: Inputs on College of Teacher Education – Science Majors Preparedness

This study investigates the orientation of pre-service science teachers at Pamantasan ng Lungsod ng San Pablo toward the Programme for International Student Assessment (PISA) and assesses their science proficiency, with the goal of informing teacher preparation strategies. With the Philippines’ historically low performance in international assessments such as PISA—where only 22% of students reached the minimum level of science literacy—this research addresses a critical gap in teacher readiness and curriculum alignment. Using a quantitative approach, data were collected from 36 science education majors through surveys and PISA-aligned assessments that measured critical thinking, problem-solving, and information literacy. Findings reveal that awareness of PISA among participants is limited, with 52% having no prior knowledge of the program. Nonetheless, the respondents demonstrated generally positive attitudes and a moderate to high interest in integrating international benchmarks into their professional practices. Proficiency levels varied across the assessed domains, with the highest performance in problem-solving and the lowest in information literacy. A moderate positive correlation (r = 0.49) between PISA orientation and science proficiency suggests that increased familiarity with global standards may enhance teaching competence. The study underscores the need for curriculum reforms that incorporate international assessment frameworks and 21st-century skills development into teacher education. It also recommends targeted professional development to bridge existing gaps in scientific reasoning and digital literacy. By embedding global benchmarks into local teacher training programs, institutions can better prepare future educators to foster scientifically literate students and align national education outcomes with international expectations.