Navigating Pedagogical Challenges in Teaching Literary Criticism: A Mixed-Methods Study of Instructor Experiences and Student Perceptions in Higher Education

Abstract

The teaching of literary criticism in higher education presents persistent pedagogical challenges affecting instructors and students across diverse contexts. This study examines these difficulties through a synthesis of existing literature and proposes a mixed-methods investigation to deepen understanding. Research highlights students’ struggles with abstract theoretical concepts, resistance to ideologically or politically sensitive lenses (e.g., feminist, postcolonial), limited analytical skills, and low motivation linked to perceived irrelevance or heavy reading demands. Instructors often face limited preparation in critical pedagogy, time constraints, balancing multiple theories, and managing classroom sensitivities. Institutional barriers include rigid curricula, resource limitations, and debates over whether heavy theoretical emphasis enhances critical thinking or risks alienating learners. Evidence from global studies suggests these challenges are widespread yet context dependent. Student-cantered strategies, such as accessible texts and reader-response approaches, show promise but require further empirical testing. The study employs a parallel convergent mixed-methods design, collecting survey data from both instructors and students to quantify the prevalence of challenges, compare perceptions, and identify effective pedagogical strategies. Findings highlight the interplay of cognitive, motivational, and institutional factors and underscore the need for inclusive, adaptable approaches to teaching literary criticism. This research contributes to literature pedagogy by offering insights for enhancing student engagement, refining instructional practices, and promoting critical literacy in higher education.