Functional Literacy as an Educational Priority: Self Assessment of Teachers' Awareness
Functional Literacy as an Educational Priority: Self Assessment of Teachers' Awareness

Summary/Abstract: This study examines the understanding of Bulgarian teachers of functional literacy and their role in building it in students. Theoretical statements and definitions that have become established worldwide are analyzed, including those of UNESCO, PISA and leading scientists. The study is based on a survey among 121 teachers from various educational institutions in Bulgaria. The study aims to assess teachers’ awareness and attitudes regarding functional literacy. The results show a high awareness of its importance, but significant deficiencies in methodological preparation and institutional support. Teachers are perceived as primarily responsible for the development of these skills. There is a weak relationship between knowledge about PISA and understanding of functional literacy. The systematic lack of monitoring, qualifications and modern approaches limits effectiveness. The findings suggest the need for strategic measures in education policy. The study contributes with recommendations for improving pedagogical practices.

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