PEDAGOGICAL MECHANISMS FOR DEVELOPING STUDENTS' FUNCTIONAL LITERACY BASED ON THE PISA INTERNATIONAL ASSESSMENT PROGRAM.

This article examines the theoretical foundations, pedagogical mechanisms, and methodological approaches to developing students' functional literacy within the framework of the Program for International Student Assessment (PISA). Particular attention is paid to the integration of competency-based education, problem-based learning, interdisciplinary teaching, formative assessment, and digital educational technologies into the learning process. Functional literacy is considered an essential educational outcome that enables students to apply acquired knowledge and skills to real-life situations, solve complex problems, interpret information critically, and make informed decisions. The study employs theoretical analysis, comparative analysis, synthesis, and pedagogical modeling to identify effective instructional strategies aligned with the PISA assessment framework. A conceptual pedagogical model is proposed, incorporating motivational, cognitive, practical, reflective, and assessment components. The article also discusses the implications of PISA-oriented educational practices for improving teaching quality, promoting students' independent thinking, and strengthening educational competitiveness. The findings of the theoretical analysis suggest that developing functional literacy requires systematic pedagogical conditions, teacher professional development, authentic learning environments, and continuous monitoring of students' competencies.