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| 1 | The article presents the results of a research on designing a structural and functional model of developing digital scientific literacy (DSL) in secondary school students. The relevance of the research is determined by the strategic objectives of the Russian Federation in the field of digital transformation of education and ensuring economic security, fixed in key government documents. Digital scientific literacy is defined as an integrative personality quality that combines the skills of effective use of digital technologies for searching, analyzing, critically evaluating and processing scientific information, as well as for communicating and solving research problems in a digital environment. In this study, the scope of its application is narrowed to the interaction of schoolchildren with scientific information in the educational process and in everyday life. The model is based on a synthesis of four methodological approaches: systemic (ensuring integrity), informational (focusing on working with information flows), polymodal (taking into account various channels of perception) and personality-oriented (aimed at individualization). This allows for the flexibility and adaptability of the educational process. The structure of the model identifies three interrelated components: motivational and value-based (forming a conscious need for developing DSL and ethical attitudes), content-based (integrating objectives, subject matter, methods and pedagogical conditions) and analytical and resultative (carrying out diagnostics of the levels of developing DSL and correction of the process). Special attention is paid to the implementation of the principles of flexibility and adaptability, increasing complexity of information flows, polymodality and facilitative interaction of subjects of education. The model was tested on the basis of three secondary schools, which confirmed the effectiveness of the chosen approaches and organizational and pedagogical conditions. The diagnostic tools developed and validated during the experiment provide teachers with a practical tool for assessing the level of developing of DSL in school students. The theoretical significance of the research lies in overcoming the fragmentation of existing concepts through the integration of research competencies and digital didactics into a holistic model. The practical significance lies in the possibility of using the model for designing educational programs, improving pedagogical technologies and developing methodological recommendations for teachers aimed at the effective formation of DSL in a digital educational environment. The prospects for further research are related to the integration of the model into the system of teacher training. Keywords: digital scientific literacy, model of developing digital scientific literacy, digital educational environment, student research competencies, secondary school students, digital transformation of science and education | 18 | ||||