Teaching Practices of Middle School Science Teachers in Light of the PISA 2025 Test Competencies

Background/purpose. The study aimed to identify the teaching practices of middle school science teachers in light of the PISA 2025 test competencies. Materials/methods. A descriptive-analytical approach was employed, and an observation card was used to collect information. It was applied to a sample of middle school science teachers in public schools in Jubail City (n = 25). Results. The study reached several results, the most important of which were: The level of the reality of teaching practices of middle school science teachers in light of the PISA 2025 test competencies in Jubail Governorate schools is generally weak, as the arithmetic mean of the total practices in the observation was 2.15. The level was (medium) in the practices of competency (explaining phenomena scientifically), and at a weak level in the practices of competency (building and evaluating designs for scientific research, and interpreting data and scientific evidence critically), and came at an absent level in the practices of competency (research, evaluation, and using scientific information to make decisions and procedures). Conclusion. The researchers recommended activating the role of training and professional development centers for teachers to develop their teaching skills in general, and those related to developing students' abilities in the PISA test in particular.