This article examines the possibilities of using artificial intelligence in the development of students’ functional literacy in the process of teaching physics. The aim of the study is to demonstrate ways of applying artificial intelligence in the formation of students’ functional literacy, specifically to determine the effectiveness of developing functional literacy through the use of digital educational resources, virtual experiments, 3D models, and situational tasks in physics lessons. The article considers the use of virtual experiments on the platforms foxar.education, efizika.ru, and Corinth in physics instruction. Students were given practical situational tasks on the topics «Atmospheric Pressure. Measurement of Atmospheric Pressure», «Determination of the Size of Small Objects», and «Direct Current». To evaluate the effectiveness of artificial intelligence in physics education, a survey was conducted among teachers. The majority of teachers noted that virtual experiments supported by artificial intelligence have a positive impact on increasing students’ interest in the subject, contribute to a deeper understanding of physical phenomena, and support the development of functional literacy. The results of the study show that the systematic use of artificial intelligence in school physics education contributes to the development of students’ functional literacy, as well as their research and practical skills.