DEVELOPING READING LITERACY COMPETENCIES IN MOTHER TONGUE EDUCATION THROUGH THE PISA APPROACH
DOI:
https://doi.org/10.5281/Keywords:
reading literacy, PISA framework, mother tongue education, competency-based learning, critical thinking, language instruction, educational reform, curriculum development, student assessment, literacy competencies.Abstract
The modernization of education systems worldwide requires the development of students' competencies that enable them to function effectively in an information-rich society. Reading literacy has become one of the key indicators of educational quality, as it reflects learners' ability to understand, analyze, evaluate, and apply information in various contexts. This article explores the role of the PISA framework in enhancing reading literacy competencies through mother tongue education in general secondary schools. The study examines the theoretical foundations of reading literacy, the importance of competency-based education, and the challenges faced by educators in implementing international assessment standards. Particular attention is given to Uzbekistan’s educational reforms aimed at improving students’ performance in international assessments. The findings suggest that integrating PISA-oriented tasks into language instruction contributes significantly to the development of critical thinking, independent learning, and problem-solving skills. Furthermore, the article highlights the importance of teacher professional development and curriculum improvement in achieving higher educational outcomes.
References
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