FORMATION OF INTEGRATED NATURAL SCIENCE LITERACY OF STUDENTS

The modern system of biological education requires updated approaches to foster integrated scientific literacy, enhance interdisciplinary awareness, and develop analytical thinking. The purpose of the study is to develop and test a methodology for the formation of integrated natural science literacy of students within the framework of the discipline "evolutionary learning" The main problem lies in the fragmented perception of evolutionary processes, weak integration of knowledge from related disciplines, insufficient use of digital technologies in education, and low student engagement in research activities. This study focuses on developing and testing effective teaching methodologies for evolutionary education that utilize problem-based learning (PBL), project-based learning, interactive technologies, and an interdisciplinary approach. The research was conducted over 12 months and included three phases: diagnostic, formative, and control. A total of 110 undergraduate students participated, divided into experimental (55) and control (55) groups. To evaluate the effectiveness, mathematical statistical methods were applied, including Student’s t-test, correlation analysis, and ANOVA. The results demonstrated a significant increase in knowledge levels, scientific argumentation, interdisciplinary awareness, and students’ readiness to apply evolutionary concepts in professional settings. The experimental group showed a higher level of material retention compared to the control group. The developed methodology can be integrated into educational programs to enhance the quality of evolutionary education, foster a scientific worldview, and improve students’ critical thinking. Biology educators can practically apply the findings to refine teaching strategies and advance scientific literacy in future professionals.

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