THE DIDACTIC FUNCTION OF LITERATURE IN SHAPING STUDENTS’ NATIONAL IDENTITY

Abstract

This study investigates the didactic function of literature in shaping students’ national identity within the context of contemporary Ukrainian higher education. The research addresses the need to understand how literary works, as carriers of cultural memory and value systems, contribute to students’ personal and civic development. The study also considers the impact of digitalization on literary engagement and the formation of national consciousness among young adults.

The research methods include the analysis of scholarly sources, educational policies, and modern digital educational practices. Comparative methods were applied to assess traditional and digital forms of literary engagement, while empirical observations of educational trends informed the understanding of student interaction with literary texts.

The study identifies literature as a central instrument for shaping students’ national identity by integrating cognitive, emotional, and behavioral dimensions. Literary works by Ukrainian authors address themes of freedom, responsibility, moral choice, and civic duty, thereby fostering critical thinking, empathy, and reflection on cultural heritage. Universities provide key spaces of socialization where students acquire not only professional knowledge but also civic awareness and value orientations. Digital environments, including online platforms, multimedia resources, and social networks, expand access to literature and introduce new forms of interaction, while also presenting challenges such as fragmented reading and superficial engagement. The combination of traditional and digital approaches enhances students’ critical thinking, cultural literacy, and connection to national heritage.

Literature functions as a bridge between individual consciousness and national cultural tradition, supporting the development of socially responsible, culturally aware, and reflective students. Universities play a crucial role in mediating both traditional and digital forms of literary engagement, thereby ensuring the effective formation of national identity. Digitalization, when integrated with pedagogically guided literary education, acts as a resource rather than a threat, enriching students’ understanding of Ukrainian culture and strengthening their engagement with national values.