SITES 2006 focused on the role of information and communication technology (ICT) in teaching and learning in mathematics and science classrooms. It examined how teachers and students used ICT, and investigated the extent to which certain pedagogical practices considered conducive to the development of “21st century” skills were present. These 21st century skills were defined in terms of students' abilities to engage in lifelong learning (collaborative and self-directed inquiry) and their connectedness (ability to collaborate with and learn from peers and experts). In addition, analyses were conducted to identify conditions at the system, school, and teacher level that were associated with different pedagogical practices and different ways of using ICT for teaching and learning.

TEDS-M examined how different countries prepare their teachers to teach mathematics in primary and lower-secondary schools. The study gathered information on various characteristics of teacher education institutions, programs, and curricula. It also collected information on the opportunities to learn within these contexts, and on future teachers’ knowledge and beliefs about mathematics and learning mathematics. The main data collection was carried out in 2007–2008.

CIVED represented the largest and most rigorous study of civic education conducted internationally up to that time. The assessment covered the content domains of democracy and citizenship, national identity, and social cohesion and diversity. The engagement of young people in civil society was also a key focus. Questionnaires were administered to teachers and school principals, as well as students.

Phase 1 of the study was conducted in 1996–1997. Phase 2 data were collected in 1999 (standard population) and 2000 (optional population).

ICILS was designed to respond to a question of critical interest today: How well are students prepared for study, work, and life in a digital world? The study measures international differences in students’ computer and information literacy (CIL). This type of literacy refers to students’ ability to use computers to investigate, create, and communicate in order to participate effectively at home, at school, in the workplace, and in the community. In addition to student achievement, the study collects a rich array of contextual data on  students' home and school environments. ICILS provides education systems and policymakers with an important data source on the contexts and outcomes of CIL-related education programs.

ICCS investigates the ways in which young people are prepared to undertake their roles as citizens in a world where contexts of democracy and civic participation continue to change. The study was first implement in 2009 with a follow-up cycle in 2016 and one in progress for 2022.

PIRLS, the Progress in International Reading Literacy Study, is one of the core studies of IEA. Directed by the TIMSS and PIRLS International Study Center at Boston College and conducted every five years since 2001, PIRLS is recognized as the global standard for assessing trends in reading achievement at the fourth grade.

TIMSS, the Trends in International Mathematics and Science Study, is a flagship study of IEA. Directed by the TIMSS & PIRLS International Study Center at Boston College, TIMSS is an international assessment of student achievement in mathematics and science at fourth and eighth grades. Measuring trends in achievement since 1995, TIMSS data have enabled countries around the world to make evidence-based decisions to improve educational policies related to mathematics and science teaching and learning.

The Teaching and Learning International Survey (TALIS) asks teachers and school leaders about working conditions and learning environments at their schools to help countries face diverse challenges.  Our new Teaching and Learning International Survey covers about 260,000 teachers in 15,000 schools across 48 countries and economies.

The International Early Learning and Child Well-being Study is designed to help countries to improve children’s early learning experiences, to better support their development and overall well-being.‌

The Programme for the International Assessment of Adult Competencies (PIAAC) is a programme of assessment and analysis of adult skills. The major survey conducted as part of PIAAC is the Survey of Adult Skills. The Survey measures adults’ proficiency in key information-processing skills - literacy, numeracy and problem solving - and gathers information and data on how adults use their skills at home, at work and in the wider community.

PISA is the OECD's Programme for International Student Assessment. Every three years it tests 15-year-old students from all over the world in reading, mathematics and science. The tests are designed to gauge how well the students master key subjects in order to be prepared for real-life situations in the adult world. Why choose 15-year-olds? Because in most countries, at the age of 15, students can decide whether or not they want to continue their education. They therefore need to be equipped for adult life. PISA publishes the results of the test a year after the students are tested to help governments shape their education policy. PISA cycles are referred to by the year in which the students were tested. Therefore PISA 2000 means the students were tested in the year 2000, PISA 2003, in the year 2003 and so forth.