ARTIFICIAL INTELLIGENCE AS A TOOL AND OBJECT IN LITERATURE TEACHING - OPPORTUNITIES FOR INNOVATION AND CHALLENGES

Abstract

This study investigates the dual role of artificial intelligence (AI) in teaching and learning literature in higher education, focusing on how students and lecturers use, evaluate, and respond to AI’s growing presence in academic contexts. Using a qualitative approach that includes textual analysis and in-depth interviews with 15 students and lecturers, the study finds that students often use AI to support writing tasks, even as they acknowledge its limits in emotional depth and critical insight. While they accept AI as a technical tool, they express distrust toward lecture content generated by AI. Meanwhile, most lecturers, although they have experimented with AI, have not widely applied it in practice because of technological capability constraints, a lack of institutional guidance, and ethical concerns. The study concludes that AI should be integrated critically and purposefully into the curriculum, along with the development of critical digital literacy, to avoid dependency and preserve the humanistic values of literary education.