This research aims to examine the integration of Information and Communication Technologies (ICT) into the instructional settings in Asia-Pacific countries and states, ranking among the Top 10 in the PISA test. PISA is an OECD’s assessment tool which is applied every three years to measure 15-year-olds’ ability to use their knowledge in mathematics, science, and reading. PISA was first held in 2000, and it has been observed an increasing number of Asia-Pacific countries and states in the Top 10 over the years. Nowadays, one focus of national education systems is on educational technologies and their impact on teaching processes. Therefore, this study focuses on studies regarding the ICT integration of countries in the Asia-Pacific region and their effects on student performance in the PISA test. The document analysis method was used to examine PISA results and reports, OECD reports, ICT integration projects, and studies on PISA. Successful ICT integration activities of Asia-Pacific countries and states were determined by comparing their efforts for ICT integration across countries. Additionally, studies on ICT integration of the Asia-Pacific countries were compared with the studies conducted in Turkey and inferences were made about the effect of ICT integration studies on the outcomes of PISA.

This study aims to examine the Computer Science education in K-12 of the countries in the Asia-Pacific region, which are among the top 10 in PISA and the computer science education of Türkiye. PISA is an OECD evaluation every 3 years to assess the mathematics, science and reading skills of 15-year-old students. In the PISA, which was first held in 2000, the achievements of the countries of the Asia-Pacific region in recent years draw attention. It is seen that the countries in the Asia-Pacific region have entered the top 10 over the years. Data analysis was done with document analysis, which included PISA results and reports, OECD reports, computer science curricula of countries, and academic studies on PISA and computer science education. At the end of the research, the countries’ computer science education was compared to identify the successful practices. Also, the countries’ practices in computer science education were compared to Türkiye, and implications were made about the effects of such works on PISA results.