This article examines modern pedagogical approaches and methods aimed at developing students’
functional literacy in geography within the framework of inclusive education. The relevance of the
study stems from the growing need to ensure equal access to quality education for all learners, including
those with special educational needs, while creating conditions for the full realization of their individual
potential. Geography, as an academic subject, plays a key role in forming functional literacy by
fostering spatial thinking, environmental awareness, analytical reasoning, and research skills. Functional
literacy is understood not only as the acquisition of knowledge but as the ability to apply it in real-life
and practical contexts. The purpose of the study is to identify and justify effective teaching strategies for
enhancing geography learning outcomes in inclusive classrooms. The methodological basis includes
theoretical analysis, comparative review, pedagogical modeling, and empirical surveys. The main
hypothesis suggests that adapting the educational process to students’ individual abilities, employing
problem-based and project-oriented learning, and integrating digital and visual tools contribute
significantly to the development of functional literacy. The results confirm the effectiveness of
differentiated tasks, adaptive materials, and interactive teaching methods, which increase students’
motivation, engagement, and critical thinking. Furthermore, the findings highlight the importance of
digital technologies in enhancing accessibility and inclusivity in geography education. The proposed
pedagogical recommendations can be used by geography teachers and educational practitioners to
improve teaching quality, foster inclusive practices, and enhance professional competence within
diverse learning environments.