Education assessment programs worldwide such as PISA have contributed for the participating nations to reflect and perform educational public policies in basic school, projecting reflections on initial and continuing teacher training. In this paper, through an exploratory study, we examine how Structuring Themes of Physics Education and Unifying Concepts are articulated in the thematic units on physics of PISA’s science tests. We aim to highlight the potential of this joint for teaching and learning according to the pathway of universals of physics of digital information and communication technologies (TDIC). We conclude it emphasizing the importance of PISA in the current context of educational assessment, the relevance of the joint in question, and thus the consensual desirable changes in educational practice of physics-teachers, including seizure and critical use of TDIC.