Volume 1 - Issue 4, November - December 2025

The rapid advancement of artificial intelligence has significantly influenced pedagogical practices in humanities education. By identifying pedagogical opportunities and research gaps, the study highlights the need for empirical research on learning outcomes and teacher preparedness. This article examines how artificial intelligence is reshaping the teaching of literature by bridging traditional textual analysis with digital innovation. It explores the integration of AI tools such as text-analysis platforms, chatbots, and adaptive learning systems in literature classrooms to enhance student engagement, critical thinking, and interpretative skills. By moving from teacher-centred instruction to learner-centred, technology-mediated pedagogy, AI enables personalised learning experiences while preserving the core humanistic values of literary studies. The study advocates a blended pedagogical model where AI complements traditional literary pedagogy, ensuring that technology enhances rather than diminishes interpretative autonomy and human creativity