FORMING STUDENTS’ LITERARY COMPETENCE AS A PSYCHOLOGICAL AND PEDAGOGICAL CONTEXT IN THE CONDITIONS OF DIGITALIZATION OF MODERN EDUCATION

Abstract

The article discusses the problem of forming literary competence as a complex psychological and pedagogical phenomenon in the context of the digitalization of modern education. It is highlighted the transformation of the educational space under the influence of digital technologies. It is underlined that the nature of the educational and cognitive activities of students, methods of working with literary texts, and models of pedagogical interaction are changing significantly. It is emphasized that literary competence is interpreted as an integrative formation that combines knowledge of literary theory and history. It is noted that the ability to analyze and interpret literary texts relates to the reflective understanding of literary phenomena.
The study substantiates the psychological and pedagogical nature of literary competence, which is formed in the process of active cognitive activity, dialogue, co-creation, and emotional and value-based experience of literary texts.
The article pays special attention to the role of digital educational resources, multimodal texts, interactive platforms, and visualizations as factors that expand the interpretive capabilities of students and stimulate motivation to read. It is emphasized that this type of activity contributes to the development of critical and imaginative thinking in students.
It has been proven that effective formation of literary competence in a digital environment is possible provided that technological innovations are combined with psychological and pedagogical principles of humanistic, dialogical, and competence-oriented education.
Digitalization is seen not as a goal in itself, but as a means of creating conditions for a deeper understanding of literary texts.