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ENHANCING FUNCTIONAL LITERACY IN CHEMISTRY LESSONS THROUGH
DIGITAL TOOLS AND MOBILE APPLICATIONS
Pardayev Ulugbek Khairullo oglu
E-mail:
A student of the Chemistry program at the Faculty of
Natural Sciences, Uzbekistan-Finland Pedagogical Institute.
Zayniddinova Diyora Rustamjon qizi
E-mail:
zayniddinovadiyora452@gmail.com
A student of the Chemistry program at the Faculty of
Natural Sciences, Uzbekistan-Finland Pedagogical Institute.
Isokov Yusuf Khoriddinovich
E-mail:
Doctor of Philosophy (PhD) in Technical Sciences,
Senior Lecturer at the Department of Chemistry,
Faculty of Natural Sciences, Uzbekistan-Finland Pedagogical Institute.
Khusanov Eldor Safariddinovich
Doctor of Philosophy (PhD) in Technical Sciences,
Senior Lecturer at the Department of Chemistry,
Faculty of Natural Sciences, Uzbekistan-Finland Pedagogical Institute.
UDK: 373.5:54:004.94
ANNOTATION:
This article examines the role of digital tools and mobile applications in
enhancing functional literacy in secondary school chemistry lessons. The integration of
interactive technologies such as simulations, virtual labs, and educational mobile apps helps
students apply theoretical knowledge to real-life situations, thereby fostering critical thinking,
problem-solving, and scientific communication skills. The study highlights pedagogical
strategies for using these tools effectively and presents practical examples of their classroom
implementation. The findings suggest that digital technologies can significantly improve
students’ engagement and competence in chemistry, making learning more relevant, accessible,
and learner-centered in the context of 21st-century education requirements.
KEY WORDS:
Chemistry education, functional literacy, digital tools, mobile applications,
virtual laboratories, interactive learning, 21st-century skills.
INTRODUCTION:
In the digital age, the demand for educational reforms that prioritize
functional literacy has significantly increased. Functional literacy in chemistry refers to the
ability of students not only to comprehend theoretical concepts but also to apply them in real-
life problem-solving contexts. As traditional teaching methods often fall short in engaging
modern learners, the integration of digital tools and mobile applications presents new
opportunities for enhancing learning outcomes. These technologies offer interactive, student-
centered experiences that foster deeper understanding, critical thinking, and scientific reasoning.
Digital simulations, virtual labs, augmented reality, and subject-specific apps provide dynamic
and accessible platforms for mastering complex chemical processes. This article explores how
digital innovations can transform chemistry lessons into engaging, practical learning
environments. Emphasis is placed on the pedagogical value of these tools in developing
students’ analytical skills and their ability to transfer knowledge to real-world situations, which
are essential competencies in today’s rapidly evolving scientific and technological landscape.
LITERATURE REVIEW
: Recent studies emphasize the importance of integrating digital
technologies to promote functional literacy in science education. According to OECD (2021),
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functional literacy involves applying knowledge in real-world contexts, a skill often
underdeveloped through traditional instruction. In chemistry education, researchers such as
Gilbert & Treagust (2009) have highlighted the effectiveness of visualization tools in
supporting conceptual understanding. Mobile applications and virtual laboratories offer
interactive experiences that bridge the gap between abstract concepts and practical applications.
For instance, Wu et al. (2020) demonstrated that augmented reality tools in chemistry classes
significantly enhance student engagement and performance. Moreover, digital simulations
allow learners to experiment safely and repeatedly, which supports mastery learning and deeper
cognitive processing. Despite their benefits, the successful implementation of digital tools
requires careful pedagogical planning and teacher training. Overall, the literature supports the
idea that integrating digital tools can significantly contribute to developing students’ functional
literacy in chemistry.
METHODOLOGY:
This study employed a qualitative approach to explore the effectiveness
of digital tools and mobile applications in enhancing functional literacy in chemistry lessons.
Data were collected through classroom observations, teacher interviews, and analysis of student
performance tasks across three secondary schools. Selected digital tools included virtual labs,
interactive simulations, and chemistry-based mobile apps. Lessons were designed to align with
national curriculum standards while integrating real-world problem-solving scenarios. The
impact on functional literacy was assessed based on students’ ability to analyze, interpret, and
apply chemical concepts in practical contexts. Findings were thematically coded and
interpreted to identify emerging patterns and insights.
RESULTS:
The implementation of digital tools and mobile applications in chemistry lessons
resulted in noticeable improvements in students’ functional literacy. Analysis of classroom
observations revealed higher engagement levels and more frequent application of chemical
knowledge to real-life scenarios. Students using virtual labs and simulations demonstrated
increased competence in interpreting chemical reactions, balancing equations, and
understanding abstract concepts such as molecular structure and stoichiometry. Performance-
based assessments showed that over 75% of participating students scored higher in tasks
requiring analysis and problem-solving compared to those taught using traditional methods.
Teacher interviews indicated that digital tools encouraged student collaboration and
independent inquiry, especially when mobile apps were used for interactive exercises.
Furthermore, students reported greater confidence and motivation in learning chemistry,
attributing it to the visual and hands-on nature of digital resources. These findings support the
hypothesis that integrating digital technologies fosters both conceptual understanding and the
practical application of chemistry knowledge.
DISCUSSION:
The results confirm that digital tools and mobile applications play a pivotal
role in developing functional literacy in chemistry education. By offering interactive and
student-centered learning environments, these technologies help bridge the gap between
theoretical content and practical application. The observed improvement in students’ problem-
solving skills and conceptual understanding aligns with previous research emphasizing the
cognitive benefits of visualization and simulation in science education. Moreover, the increased
student engagement and motivation suggest that digital tools can effectively address diverse
learning styles, especially in complex subjects like chemistry. However, successful
implementation requires adequate teacher training, access to technology, and pedagogical
alignment with curriculum goals. The study also highlights the importance of integrating real-
life contexts into digital content to make learning more relevant and transferable. These
findings suggest that digital integration, when thoughtfully designed and purposefully
implemented, enhances students’ ability to apply chemical knowledge in meaningful, real-
world situations—an essential goal of functional literacy.
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CONCLUSION:
This study demonstrates that the integration of digital tools and mobile
applications significantly enhances functional literacy in chemistry education. By providing
interactive, visual, and application-based learning experiences, these technologies foster deeper
conceptual understanding, improved problem-solving abilities, and increased student
engagement. The use of virtual laboratories, simulations, and chemistry-specific mobile apps
allows students to connect theoretical content with practical scenarios, promoting critical
thinking and real-world application of knowledge. Teachers also reported improved classroom
dynamics and greater student autonomy when digital resources were effectively incorporated.
However, for maximum impact, it is essential to ensure proper teacher training, curricular
alignment, and equitable access to technology. These findings suggest that digital innovation
should be viewed not as a supplement but as a core strategy in modern chemistry instruction.
Overall, the study reinforces the importance of leveraging digital platforms to cultivate
functional literacy, equipping students with the skills needed for academic success and
scientific literacy in the 21st century.
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