Аннотация
This article presents the findings of a study aimed at developing and validating diagnostic tools for assessing the scientific literacy of gifted schoolchildren based on the One Health concept. The relevance of the study stems from the need to develop students’ ability to apply scientific knowledge in complex real-life situations related to human, animal, and environmental health. A total of 98 eighth-grade students participated in the pedagogical experiment, selected based on academic performance criteria and the results of psychological and pedagogical diagnostics. Within the framework of this study, a diagnostic instrument based on the One Health concept was developed and validated for the first time, comprising cognitive, practical, value-motivational, and research-digital components, which distinguishes it from existing assessment tools (such as PISA and NAEP). The test tasks are designed to analyze real-life situations, interpret data, and make evidence-based decisions. A comparative analysis of the results of the ascertaining and control stages of the experiment was conducted, which revealed a significant positive dynamic (the proportion of students with a high level increased from 7.1% to 23.5%). Statistical data processing using Student’s t-test and the McNemar-Bowker test for dependent samples confirmed the high significance of the differences (p < 0.001). The results obtained demonstrate the high effectiveness of the developed diagnostic tools and their significant potential for use in modern educational practice.