Teaching English Literature in the Contemporary Classroom: Challenges and Pedagogical Strategies

Abstract

Teaching English literature in contemporary undergraduate and postgraduate classrooms demands pedagogical approaches that respond to changing learner profiles, policy reforms, and rapid technological developments. Traditional lecture-based methods, while effective for content transmission, often fail to address issues of student engagement, critical interpretation, and contextual relevance. The National Education Policy (NEP) 2020 in India foregrounds learner-centred, multidisciplinary, and flexible pedagogies, offering new possibilities for literature teaching. At the same time, emerging digital tools and artificial intelligence present both opportunities and ethical challenges for literary instruction. This paper examines the major challenges faced in teaching English literature today, including declining reading practices, linguistic diversity, and theoretical complexity. It further explores pedagogical strategies aligned with NEP 2020 and evaluates the role of technology and AI as supportive tools rather than replacements for human interpretation. The study argues that effective literature pedagogy in the twenty-first century depends on a balanced, reflective, and inclusive approach that integrates policy awareness, critical pedagogy, and ethical technology use.