Application Case-Based Technology for Improving Functional Literacy in Teaching Chemistry at Secondary Schools

The concept of “functional literacy” was first mentioned in UNESCO documents and began attract the attention of pedagogical researchers from the mid-20th century onward. While traditional understood as an individual’s ability to adapt to society, in the modern context, functional literacy is regarded as a key factor influencing personal development, adabtability and the capacity for lifelong learning. This makes it an essential component in shaping a competitive and well-rounded individual capable of meeting contemporary demands. Scientific concepts, real-life contexts and cross-disciplinary skills are considered key components of scientific literacy. The primary aim of this research is to assess these concepts and skills in an integrated manner. Particular attention is given to identifying which questions can be addressed through scientific reasoning and evaluating students’ ability to draw evidence-based conclusions from the data provided. Among the most effective approaches to fostering such competencies is the use of casebased learning. This method helps students build essential skills such as analytical thinking, self-assessment, generating and defending creative solutions, and applying theoretical knowledge to real-world scenarios. Problem-based, inquiry-driven and project-oriented teaching strategies from the foundation for successfully integrating case-based techniques into educational practice.