LITERARY EDUCATION IN UKRAINIAN GENERAL SECONDARY SCHOOLS: MODERNIZATION PROCESSES AND CONTEMPORARY CHALLENGES (1990s–2020s)

Abstract

The article examines the modernization of literary education in Ukrainian general secondary schools from the 1990s to the 2020s under the influence of educational reforms, technological transformations, and contemporary social challenges.
The study analyses changes in educational content, teaching methodologies, and the objectives of literary education, with particular attention to the implementation of cultural and competence-based approaches, the integration of digital technologies, and the adaptation of educational practices to crisis conditions.
It is demonstrated that literary education in Ukraine gradually shifted from a predominantly reproductive model of learning toward the development of conscious reading practices, critical thinking, interpretation skills, and interdisciplinary understanding. The implementation of the New Ukrainian School (NUS) reform contributed to strengthening competence-oriented learning; however, its practical realization was often constrained by insufficient methodological support.
The article evaluates the impact of educational digitalization and shows that multimedia tools and electronic resources expanded opportunities for learner engagement and educational accessibility. At the same time, unequal access to digital infrastructure and variations in teachers’ digital competence remained significant barriers to effective implementation.
Particular attention is devoted to the influence of the COVID-19 pandemic and wartime conditions on literary education. These challenges intensified educational inequalities, accelerated the transition to alternative learning formats, and highlighted the need for greater institutional flexibility and psychological support for students.
The study argues that under conditions of social instability, literary education performs not only educational but also cultural, identity-forming, and resilience-building functions.
The article identifies key challenges in contemporary literary education, including curriculum overload, insufficient differentiation of instructional models, technological disparities, learning losses, and the need for psychosocial support mechanisms.
It is concluded that the modernization of literary education in Ukraine requires an integrated approach combining curriculum renewal, methodological support for teachers, technological development, and alignment between educational, cultural, and socio-emotional dimensions of schooling.

Received: February 12, 2026
Accepted: March 05, 2026
Published: May 28, 2026