This article examines the improvement of methodologies for developing students’ scientific literacy in Grades 7–8 biology classes based on international assessment programs, particularly the approaches of PISA, TIMSS, and PIRLS, as well as OECD competency frameworks. The relevance of the study is determined by the need to enhance students’ ability to apply theoretical biological knowledge in real-life situations, provide scientific explanations, use evidence effectively, analyze data, and solve problems related to everyday life. The research employed pedagogical experiments, classroom observations, questionnaires, diagnostic tests, and statistical analysis methods. The study involved a total of 128 students from Grades 7 and 8, who were divided into experimental and control groups. The results of pre-tests and post-tests demonstrated a significant positive improvement in the scientific literacy indicators of students in the experimental groups. In particular, a methodological model based on problem-based situations, contextual biological tasks, PISA-type questions, inquiry-based learning, STEAM elements, and the integration of digital technologies proved to be effective. The findings indicate that aligning the content and methodology of biology education with international assessment requirements contributes to the development of students’ functional knowledge, scientific thinking, and twenty-first-century skills. The results obtained are compared with international research findings, while the advantages and limitations of the proposed methodology are analyzed, and practical recommendations are provided.

scientific literacy, biology education, PISA, TIMSS, PIRLS, OECD competencies, contextual tasks, inquiry-based learning, STEAM, digital technologies.

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