TEACHING LITERATURE IN MODERN EDUCATION

This paper explores the effectiveness of cooperative learning strategies in the teaching of literature across educational levels. Cooperative learning, grounded in social constructivist theory, positions students as active participants who collaboratively construct meaning, interpret texts, and develop critical thinking skills. The study highlights key strategies—including literature circles, jigsaw reading, think-pair-share, and group annotation—as tools that encourage deeper textual engagement, enhance comprehension, and promote diverse literary interpretations. Evidence from classroom applications indicates that cooperative structures increase student motivation, support differentiated learning, and foster a sense of community, particularly in mixed-ability classrooms. Challenges such as uneven participation and the need for careful group management are also discussed. Overall, the findings suggest that cooperative learning provides a dynamic and inclusive framework for teaching literature, enabling students to co-create understanding while developing essential communication and analytical skills.