Khamar Jahan Shaik, Purva Paliwal, Chandra Shekhar Singh, Sahanur Zakaria Barbhuiya, Mir Masudul Hoque, K. Ebiraj, A. Jagdish Mohan Rao
ABSTRACT
Canonical literature remains a foundational element in higher education, fostering critical thinking and transmitting cultural heritage. However, traditional pedagogical methods often fail to engage digital-native students, creating a gap between established literary study and contemporary learning expectations. This study empirically investigates how digital platforms and artificial intelligence tools can enhance the teaching of canonical texts to develop critical thinking skills and cultural awareness. Employing a qualitative multiple-case design, the research combined classroom observations, semi-structured interviews with students and faculty, and analysis of student essays and reflective journals across three universities. Findings indicate that AI-assisted text analysis, interactive e-textbooks, and virtual reality environments substantially increased student engagement and interpretive depth, as evidenced by high rubric scores and positive perceptions of learning experiences. Nevertheless, persistent challenges in recognizing counterarguments, along with concerns about data privacy and digital inequity, highlight the limitations of relying solely on technological interventions. The study underscores the importance of aligning digital integration with culturally sustaining pedagogies and ethical safeguards. Implications recommend investing in infrastructure, developing faculty training, and designing policies that promote equitable access and responsible technology use. Future research should include longitudinal and cross-cultural studies to assess sustained impacts on learning outcomes.
