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

Abstract

This thesis investigates the epistemological implications of transnational governance in education, focusing on the influence of the OECD’s Programme for International Student Assessment (PISA) on national education systems. Situated within global and national policy discourse, it begins by tracing the historical evolution of education and its shifting aims, shaped by philosophical traditions, socio-cultural contexts, and political structures. Against this backdrop, the study explores how participation in PISA affects how knowledge is constructed, validated, and transmitted within national settings. The research adopts a reflexive, pluralist, interpretive, and critical sociological approach, employing a scoping review methodology to address two central questions: the extent to which PISA influences national epistemologies, and the nature and gaps within the existing literature on this topic. 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.

Date of Award	Jul 2026
Original language	English
Awarding Institution	Queen's University Belfast
Sponsors	European Training Foundation (ETF)
Supervisor	Sarah Miller (Supervisor) & Caitlin Donnelly (Supervisor)