Keyword: «functional literacy»

The relevance of the work presented in the article is due to the need to consider the issue of preparing student teachers for professional agency that meet the requirements of the updated Federal State Educational Standards for General Education. The aim of the study is to determine the structure and substantive content of preservice primary school teachers’ readiness for the development of functional literacy in their students. The main approaches to the research were comparative pedagogical analysis, systematization of scientific and theoretical material and modeling. In the course of the scientific work, relevant materials related to the preparation of teachers for professional activity were analyzed. Foreign scholars interpret the readiness of a preservice teachers as the ability to effectively perform professional tasks and achieve high results in their work. Russian researchers, in turn, define professional readiness as the acquisition of knowledge, skills and abilities by a student teacher necessary for the qualitative organization of the educational process. After a detailed analysis of various interpretations concerning student teachers' readiness to work, we came to the conclusion that the ability of a primary school teacher to develop functional literacy in students is a complex personal quality. It combines a number of individual psychological and professional pedagogical competences that ensure the success of a teacher's professional activity in the field of functional literacy development in primary school students. Based on the results of studying the structure of readiness for pedagogical activity, we have identified the main components necessary for a preservice teacher to develop functional literacy in primary school students: value-motivational, cognitive, praxeological and activity-based ones. Each of these components included content corresponding to the activity under study. The theoretical significance of the study is in identifying the structure of the preservice primary school teacher's readiness for the development of functional literacy in primary school students and its visualization in the form of a model with a detailed description of the content. The practical significance of the work is due to the need to improve curricula of higher pedagogical educational institutions to solve the problem of preparing students for future professional agency that meet the requirements of the updated Federal State Educational Standards of General Education.

The article examines the concepts of functional literacy, reading literacy and functional reading. The stages of working with the text are listed, when developing functional reading skills in students in foreign language lessons. In addition, a number of techniques and methods are given that can be used in foreign language lessons to form and develop reading literacy.

The importance of digital literacy research stems from the rapid digital transformation of all aspects of life, requiring individuals not only to possess technical skills but also the ability to critically analyze information, adhere to ethical standards, and adjust to constantly evolving technologies. In the context of globalization and increasing volume of digital data, the development of digital literacy becomes the basis for successful socialization and professional agency. However, the lack of a unified approach to the definition and structure of digital literacy complicates the development of effective pedagogical strategies and methods for its assessment, which makes the systematization of existing concepts an important scientific and practical task. The aim of the article is to analyze existing approaches to defining digital literacy, identifying its structural components and levels of development, as well as substantiating its role as a basis for the development of digital competency. The leading approaches to the study of the problem are theoretical analysis of scientific concepts, a comparative method for identifying common and distinctive features in the structure of digital literacy, as well as a structural and functional approach in identifying its key components. The main results of the study include the author's original definition of digital literacy as an integrative dynamic quality of the individual, revealed as a high level of motivation, readiness and ability to effectively and responsibly use digital technologies to work with information, communicate and solve problems in professional and everyday life based on the acquired knowledge and the ability to determine the achieved level based on reflection. Based on the analysis of domestic and foreign studies, a structure of digital literacy is proposed, consisting of five interrelated components: motivational, information-cognitive, technological, communicative and reflective-evaluative. A three-level system for assessing the development of digital literacy (low, medium, high levels) has been developed, which can serve as a basis for diagnostics and further development of digital competences. The theoretical significance of the article lies in the systematization of modern approaches to understanding digital literacy and clarifying its structural components, which contributes to the development of pedagogical theory. The practical value of the study is related to the possibility of using the obtained results in developing educational programs, methods of developing digital literacy, taking into account the age and professional characteristics of a person. A promising direction for further research seems to be the adaptation of the proposed model to the regional characteristics of educational systems.

The article reveals the theoretical aspects of the play activity of schoolchildren. Using games in math lessons not only improves students' functional skills, but also promotes the development of their social skills.m

This article examines the concept of "functional mathematical literacy", its features, structure, features of the formation of mathematical literacy in primary school age, as well as effective methods of forming mathematical literacy in younger schoolchildren in the learning process.