DIGITAL LITERACY AND PISA: DEVELOPING STUDENT COMPETENCIES BASED ON MODERN EDUCATIONAL REQUIREMENTS

JDPU

Faculty of Preschool and Primary Education

Primary Education major

1st-year student

Ibadullayeva Sevinch 

Ulug`bek qizi

ABSTRACT:

This scientific article provides a theoretical analysis of the essence of digital literacy in the modern education system and its close relationship with the international assessment program PISA (Programme for International Student Assessment). The importance of digital literacy in developing students’ functional literacy, critical thinking, problem-solving skills, and effective information management in the context of rapid digital transformation is substantiated. In addition, the article examines the integration of digital literacy components into PISA assessments, the experience of high-performing countries, and the prospects for developing digital literacy within the education system of the Republic of Uzbekistan.

Keywords: digital literacy, PISA, functional literacy, modern education, quality of education, competency-based approach.

Introduction

The processes of globalization and digitalization are having a strong impact on all areas of 21st century society, including the education system. Today, the main task of education is not only to provide knowledge, but also to develop students’ skills in making independent decisions in life situations, analyzing information, and using it effectively. From this point of view, digital literacy has become one of the most important requirements of modern education.

While the concept of digital literacy was initially limited to the skills of using computers and information technology, today it means much wider. It includes competencies such as searching for, selecting, evaluating, and processing information, and acting safely and responsibly in a digital environment. These competencies are consistent with the core ideas of the PISA international assessment program.

The PISA program aims to assess the ability of 15-year-old students to apply their reading literacy, mathematical literacy, and natural science knowledge in real-life situations. In recent years, the proportion of tasks based on digital technologies in PISA tasks has been increasing. This shows that the development of digital literacy is an important factor in the quality of education and achieving a worthy place in international rankings.

The purpose of this article is to analyze the relationship between digital literacy and PISA requirements from a scientific and theoretical perspective, and to highlight the current issues of developing this direction in the modern education system.

The concept of digital literacy and its content

The concept of digital literacy is interpreted differently by different researchers. In general, digital literacy is the ability of an individual to find, analyze, create, and effectively use information using digital technologies. It encompasses not only technical skills, but also critical thinking, communication, and collaboration skills.

In modern scientific literature, digital literacy is considered to consist of the following components:

information literacy;

media literacy;

skills in using information and communication technologies;

compliance with digital safety and ethical standards.

These components are instrumental in developing students ‘ functional literacy.

The essence of the PISA international assessment program

PISA is an international study conducted by the Organization for Economic Cooperation and Development (OECD) and is conducted every three years. The program is focused on assessing students ‘ ability to practice knowledge rather than their level of knowledge.

PISA assignments are based on real-life situations and require students to understand, analyze, find solutions and draw conclusions about the problem. In recent years, the use of digital formats in these tasks has been expanding.

The intrinsic link between PISA and digital literacy

Although digital literacy is not directly assessed as a separate subject in PISA studies, it plays an important role in all areas. For example, reading literacy assignments are common for electronic texts, graphs, and table-based tasks.

Mathematical and natural science assignments also require understanding and analysis of information given in a digital environment. This means that students’ digital literacy levels directly affect PISA results.

Experience of developed countries

Countries that have shown high results in PISA studies, including Finland, Singapore, South Korea, and Canada, pay special attention to the development of digital literacy in their education systems. In these countries:

 digital technologies of teachers integrated into the educational process 

digital competencies are regularly increased;

students develop independent learning and critical thinking skills.

Issues of developing digital literacy in the education system of Uzbekistan

In recent years, significant reforms have been implemented in the digitalization of the education system of Uzbekistan. The use of electronic textbooks, distance learning platforms, and digital resources is expanding. However, in order to develop digital literacy from the perspective of PISA requirements, it is necessary to pay attention to the following issues:

adapting curricula to PISA competencies;

increasing teachers’ digital pedagogical competencies;

Conclusion

In conclusion, digital literacy is an integral part of the modern education system and is important in shaping the requirements of the PISA international assessment program. Students’ ability to effectively function in a digital environment increases their functional literacy and competitiveness.

Further deepening the reforms being implemented in the Uzbek education system to develop digital literacy and effectively using PISA experiences will serve to improve the quality of education.

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