The concept of functional literacy in Russian pedagogy: from the eradication of literacy to the challenges of the digital era

The article addresses the issue of functional literacy as a key component of educational policy and pedagogy in the 21st century. The emphasis has shifted from eradicating illiteracy to the ability to apply knowledge in real-life situations, driven by socio-economic changes and digitalization. Functional literacy encompasses multiple components: reading, mathematical, scientific, digital, and critical literacy. A historical review traces the concept’s evolution from basic literacy eradication to comprehensive competencies essential for professional success and lifelong learning. The analysis of core functions–adaptive, developmental, propaedeutic, rehabilitative, and career-oriented–reveals its role in social and personal development. Recent studies highlight the importance of integrating methodological approaches, considering globalization and localization, as well as addressing digital inequality. A systematic model for functional literacy formation is proposed, reflecting the dynamic changes in educational needs and digital transformation of society. The conclusion emphasizes the necessity for ongoing monitoring and updating of pedagogical practices to align with these transformations.