REIMAGINING LITERATURE PEDAGOGY IN THE POST-PANDEMIC ERA: INNOVATIONS AND DIGITAL ADAPTATIONS IN TEACHING

Abstract

The COVID-19 pandemic had a significant impact on the educational systems worldwide, forcing institutions of higher education to abandon the traditional classroom approach to digital and hybrid learning. This paper examines the ways in which literature pedagogy, which is based heavily on discourse and human interaction, responded to this dramatic transformation. Based on a qualitative research design and a documentary analysis of academic sources, the study will focus on the evaluation of innovative teaching practices and digital adaptations that have developed during and after the pandemic. The results show that the teachers combined multimodal storytelling, flipped classes, and collaborative annotation tools to increase the engagement and understanding in the virtual classes. Students and teachers  were  resilient  and  flexed,  becoming digitally literate, self-regulating, and  creatively interacting with literature. Yet, there were problems of unequal access, lower emotional attachment, and lack of technological training. The study concludes that post-pandemic literature pedagogy can be viewed as a paradigm shift in its tone, quality of life, and a new reality that includes humanistic inquiry and technological innovations. Professional development, investing in infrastructures and redesigning the curriculum are recommended to maintain the digital transformation of literature education.