Artificial intelligence integration and mental health interventions as drivers of the programme for international student assessment 2022 performance: evidence from 81 countries

BACKGROUND: In alignment with United Nations Sustainable Development Goal 4 (SDG 4), which advocates for inclusive and equitable quality education, understanding the drivers of academic achievement in a shifting global landscape is critical. This study evaluates how performance in the 2022 Programme for International Student Assessment (PISA) is shaped by both traditional structural variables and modern emerging factors. OBJECTIVES: The primary objective of this research was to investigate the influence of socioeconomic status, Artificial Intelligence (AI) maturity, and student mental health support systems as key drivers of academic performance across 81 participating countries and economies. METHODS: This study utilized a cross-sectional analysis of secondary data from 81 national educational systems. The methodology integrated composite indices to quantify technological and social variables. Statistical rigor was maintained through Pearson correlation and multiple linear regression analyses to identify and weight the predictors of PISA outcomes. RESULTS: The regression model identified AI maturity (β=44.11) and student-teacher ratios (β=−2.25) as the most significant predictors of PISA performance. The data suggest that while traditional infrastructure remains relevant, technological readiness and digital maturity have become dominant factors in determining educational success in the current era. CONCLUSION: Achieving global educational targets requires a dual-focus strategy. Policy reforms must balance the maintenance of traditional educational infrastructure with strategic investments in AI-driven innovation and holistic student well-being to foster resilient and high-performing academic environments.