Literature and critical thinking in higher education: reading and interpretation strategies for university-level education.
DOI:
https://doi.org/10.63969/a9n6rx95Keywords:
higher education, literary reading, literary interpretation, critical thinking, instructor mediationAbstract
University education requires the comprehension of information, the weighing of different perspectives, and the University education requires interpreting information, comparing perspectives, and developing well-supported judgments. In this process, literature serves as a pedagogical resource that enables students to explore human experiences and connect aesthetic sensitivity with critical reflection. This study aimed to analyze the contribution of literary reading and interpretation strategies to the development of critical thinking among higher education students, considering inferential comprehension, the evaluation of different perspectives, and argumentation supported by textual evidence. A systematic literature review was conducted following the PRISMA 2020 guidelines through the identification, selection, and synthesis of empirical research, reviews, and theoretical studies on literary education in university settings. The findings suggested that these strategies encouraged students to draw inferences, examine different viewpoints, and construct well-supported interpretations when aligned with clearly defined pedagogical objectives. They also fostered reflection on values and diverse sociocultural contexts. The study concluded that incorporating literary reading, supported by instructor guidance and reflective activities, could contribute to strengthening critical thinking, intellectual autonomy, and students’ holistic development.
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