By Evi Chrysoheri,
On the occasion of the commencement of this year’s national university entrance exams for the 2025 candidates, I felt the need to reflect on the broader impact of the examination system—not only on the students themselves but also on their immediate social circles. It is a fact that most educational systems use examinations as the primary means of assessment, thereby fostering a culture that places excessive value on grades.
Although students are evaluated throughout the academic year through quizzes, tests, and other forms of assessment, it is the final exams that ultimately determine whether they will progress to the next grade level—particularly in the context of secondary education (middle school and high school). Naturally, the existence of such a system contributes to a certain degree of meritocracy and helps highlight students’ abilities. However, a more holistic view of a student’s overall effort and work throughout the academic year should also be taken into account in their final assessment, and it should positively influence the outcome.
Moreover, the possibility that a student may have to repeat a grade while their peers move on can give rise to feelings of inadequacy, diminished self-confidence, and discouragement—factors that may, in turn, lead to a further decline in academic performance. Specifically, in Greece, the public education system is divided into three levels: the six-year primary education (elementary school), the six-year secondary education (middle school and high school), and the four, or five-year tertiary education (university).
Admission to university is determined through the well-known Panhellenic exams, in which students are tested in four core subjects, and additionally with the option to be examined in foreign languages and design, depending on their intended field of study. Typically, preparation for these exams begins two or even three years in advance, as the pressure and competition are extremely intense. In addition to the rigid examination structure, students are also expected to reproduce standardized knowledge. For instance, in subjects such as History, Sociology, Ancient Greek, and Latin, students are required to memorize and reproduce entire passages verbatim during written exams—otherwise, their responses are not considered valid or correct.
Furthermore, most students begin intensive private tutoring early on, as the public school system often fails to meet the very standards set by the national exams themselves. As a result, families face significant financial strain, especially since the most effective private lessons tend to be more expensive. This creates educational inequalities, as not all families can afford to support their children through such means. These disparities raise important questions about the fairness and inclusiveness of the current educational model. When success in national exams is heavily influenced by access to private resources, the system ceases to evaluate pure academic merit and instead reflects broader socioeconomic conditions.
This not only affects students’ academic outcomes but also their emotional and psychological well-being. The constant pressure to excel, the fear of failure, and the fear of disappointing their families can lead to anxiety, burnout, and a deep sense of inadequacy—particularly in adolescents who are still developing their sense of identity and self-worth. In light of these challenges, it becomes essential to rethink and reform educational structures in a way that values holistic development over mechanical performance. True education should foster critical thinking, creativity, emotional intelligence, and a love for learning—not just the ability to memorize and reproduce information under stress. Ultimately, an equitable education system is one that offers every student—not just the privileged—the opportunity to succeed on the basis of their potential, effort, and passion.
Instead of being a cause of stress, strain, or inequality, education ought to be a tool for empowerment. A system runs the risk of excluding those who need it most when it prioritizes resources over potential and memorization over comprehension.
We need to start seeing students as individuals with distinct abilities, thoughts, and aspirations rather than as test-taking machines. In order to ensure a more equitable and healthy educational future, it is imperative that the emphasis be shifted from competition and standardization to personal development and meaningful learning.
