Addressing Scientific and Methodological Challenges in Developing

Next-Generation Literature Textbooks

Nazar Hakimov

, Fariza Kholdarova

, Dilshoda Bozorova

, Ivan Reshetnikov

and Nazokat Yusufjonova

Tashkent State University, Tashkent, Uzbekistan

National University of Uzbekistan, Tashkent, Uzbekistan

Keywords: "Literature" Textbook, Teacher, Student, Reader, Work of Art, Folk Epic, Lesson, Comparative Analysis,

Requirement.

Abstract: In this article, "Literature" textbooks created for secondary schools in different countries were comparatively

studied. The factors such as: age and physiological characteristics of pupils, and schoolbooks compliance with

modern requirements and methodological criteria were taken into account in the research process. The results

of the study were based on a survey of 279 schoolchildren in grades 7-9 in Uzbekistan. It had been

scientifically and methodologically proven that working on questions and assignments designed for a work

of art included in the textbooks had great potential in teaching students to think independently. Experimental

work and research results serve as a unique methodological resource in the creation of a new generation of

"Literature" textbooks.

1 INTRODUCTION

Science and evolution are constantly altering.

Initially, the education system was tasked with

educating a comprehensively developed generation.

Later this task was replaced by providing a good

education and a career. However, over the past

period, both have come under fire. Today's students

are required to be creative, to strive to change the

knowledge that they have acquired, and to constantly

master the achievements of science (17, 2010). In this

sense, it is vital to constantly update the textbooks and

manuals that define the content of literary education

on the basis of scientific progress and changes in

society. Woefully, most of the existing textbooks do

not meet the methodological requirements.

Researchers Andy Smart and Shanti Jagannat have

studied the policy of creating and publishing

textbooks in Asian countries, noting that a carefully

designed textbook is not a limitation for the teacher,

but the closest assistant that saves his energy and time

https://orcid.org/0000-0001-9670-7673

https://orcid.org/0000-0002-8707-4605

https://orcid.org/0000-0003-1109-9600

https://orcid.org/0000-0003-0039-7725

https://orcid.org/0009-0004-1510-8054

(13, 2018). In addition, the textbook is a mandatory

tool for working with pupils and teaching the literary

material being studied. Indeed, the textbook - school

pedagogy - is one of the key factors determining the

level of quality of education, in which the educational

outcome is interrelated and at the same time

interdependent (10, 2011). Besides, in recent years,

although a lot of research has been done to improve

the competence of teachers, the implementation of

new interactive methods, the main factor that ensures

the effectiveness of education - textbooks - is ignored

(7, 2010). According to research conducted by

international organizations, only half of students are

able to put into practice the knowledge they have

acquired (15, 2019). To determine the general

condition, comparative analysis on "Literature"

textbooks for secondary schools in France,

Azerbaijan, Kazakhstan and Uzbekistan was carried

out. The psyche of each nation is more vividly

reflected in its folklore. Therefore, as part of the

190

Hakimov, N., Kholdarova, F., Bozorova, D., Reshetnikov, I. and Yusufjonova, N.

Addressing Scientiﬁc and Methodological Challenges in Developing Next-Generation Literature Textbooks.

DOI: 10.5220/0012695300003882

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd Pamir Transboundar y Conference for Sustainable Societies (PAMIR-2 2023), pages 190-198

ISBN: 978-989-758-723-8

research, the topic of studying folk epics in these

textbooks was selected for analysis.

2 RESEARCH

Evidently, there is neither the possibility nor the need

to include all examples of fiction in the textbook. In

pedagogical practice, the reader is predominant, not

the level of artistic maturity of the work. Thereupon,

the educator should ask him/herself the following

types of questions: ‘Can a student “digest” this work

at this age? What can this work give to the reader?’ If

the written work is not given to the reader at the right

age, in the right way, this art will remain

undiscovered, and as a result, this "burden" will not

give the child any spiritual nourishment.

In the 7th grade Literature textbook of the

secondary school of the Republic of Kazakhstan (20,

2019) there are conditional symbols for working with

the studied subjects, and each symbol has its own

color. In particular, for the analysis of works of art,

such symbols as "Knowledge", "Understanding",

"Application", "Analysis", "Generalization",

"Evaluation", for aphorisms, quotations, proverbs and

sayings - "Jewelry word", "Valuable information"

signs, and for literary information signs for instance

"Literary Theory", "Assignments", "What you know

is no more" are given. The textbook provides audio

copies of excerpts from works of art in the form of SD

disc. Likewise, the source’s platform address is also

provided for online downloading. Another

achievement of the textbook is that at the end of each

topic, a list of additional literature under the heading

"Readers of the XXI century" is recommended so that

students can get acquainted with other literature

related to this topic. Dictionaries are also provided

under the heading "Sozmarjon" for unintelligible

words in the works of art included in the textbook. It

is recommended to read the epic "Kyz Jibek" from the

examples of folklore in that textbook. The epic was

preceded by a theoretical account of the Liro-epic

epics. In order to determine the knowledge of students

on the topic on the basis of "Brainstorming",

questions such as, "What is the folklore?", "What are

the peculiarities of lyric-epic epics?" are asked. After

that, definition of the Liro-epic epics and the

description of events and feelings in them are given.

Kazakh epics including, "Kyz Jibek", "Qazi Korpesh-

Bayan Suluv", "Ayman-Sholpan" are presented as

examples. The presence of an audio version of this

information can be deduced from the conditional

symbol marked SD. For theoretical information, 10

questions are asked, of which 8 are factual and 2 are

conceptual questions. In order to strengthen the

knowledge and skills of students on the topic, 6 tasks

are given. One of which is to compare the similarities

and differences between lyro-epic epics and heroic

epics on the basis of the Venn diagram.

The textbook contains a 6-page excerpt from the

epic "Kyz Jibek". Besides, along with the text of the

epic, pictures of Jibek and Tolagan in national

costumes are depicted to help the reader to form a

certain image of the heroes. Now the reader can

imagine them as they read about the adventures of the

epic heroes, and this brings the reader closer to the

work.

There are 33 questions for the text of the epic.

Unfortunately, most of them are aimed at repeating

the sequence of events. Manifestly, in methodological

science, in the formation of the Reader's spirituality,

it is not enough to be aware of the content of the epic

and to remember the sequence of plots. The above

tasks, the answers of which are ready in the text, can

be found at a glance. Students do not develop any

skills and abilities in the analysis of works of art.

The teaching of folk epics in the textbooks of

secondary schools in Uzbekistan begins in the 7th

grade. Patently, in methodological science, the

correct choice of text for a textbook is crucial. From

this point of view, the presentation of the epic

"Ravshan" in the 7th grade, based on the age of the

students, is a great achievement of the textbook. The

topics included in this textbook (18, 2017) are divided

into sections similarly, "You are in my eyes,

Motherland!", "Infinite sky of my thoughts", "Echoes

of the past", "Breath of the new era". In the section

"Echoes from the past" 4 hours are allocated for

teaching the epic "Ravshan", which will be studied

firstly. According to the curriculum, another hour is

allocated for the analysis of the creative essay on the

topic "Description of the image of Ravshan" as a

control work. For the nearly 29-page text, 28

questions and assignments are given, all of which are

conceptual questions. Here are some of them:

What do you think why Hasankhan allowed to his

young son going abroad alone?

Find an exaggerated description of Hasankhan's

condition before entering the battle in the epic and

explain the artistic function of exaggeration in this

place. Explain how well it fits Hasankhan’s current

state of mind;

The epic has a picture of Ravshan crying under a

gallow. Explain the reason for his crying;

Try to explain Ravshan's nature based on his

words under the gallow: "If I don't die, I won't give

up on my homeland!" Share your thoughts about

Addressing Scientiﬁc and Methodological Challenges in Developing Next-Generation Literature Textbooks

191

someone who values their country and their religion

more than their own lives.

There is no ready answer to any of these questions

in the textbook. The reader can answer these

questions only by taking an independent look at the

content of the work, thinking about the originality and

differences of the images, and reading the text

carefully. They also try to justify their answers based

on their knowledge of other disciplines, their own life

experiences and observations. The textbook also

contains 72 dictionaries for the text of the epic. After

the passage, the information about the epic, its

uniqueness, events, the state of the heroes and a

description of their experiences are presented in a

simple and engaging way on the example of the epic

"Ravshan". Theoretical information entitled "Artistic

image and exaggerated image" is also stated.

Unhappily, no questions or assignments are bestowed

to reinforce students’ knowledge of the information.

The textbook was not creatively designed in terms

of design. Its colorlessness (black and white), as well

as the fact that no pictures, audio or video materials

are provided related to the subject, reduce students'

interest for the textbook. There is also a methodical

manual for teachers (19, 2017). It is recommended

that almost 3 hours of the lesson be devoted to general

information about the epic and its analysis, and that

the last 1 hour be organized as a forensic lesson as a

concluding one.

In general, a map of the topic of teaching the epic

is ready for the teacher, but it is not specified which

method and techniques to use. Narrative narration

alone does not create the basis for a student’s creative

and enterprising activity.

The methodological and pedagogical skills of

teachers are diverse. We cannot alter all teachers to

achieve lesson effectiveness. Notwithstanding, this

can be achieved by creating perfect textbooks. In this

sense, good textbooks are a guarantee of high quality

teaching and learning.

The Literature Textbook (20, 2021), written for

7th graders in French schools, is more attractive in

terms of design. Each section is decorated with

individual colors and themed pictures. Topics such as

"Children's literature", "Youth romance", "Fairy

tales", "Theater", "Parable", "Poetry", "Novel",

"Theater: comedy", "Arabic fairy tales" intended to

be taught in 3 sections. Since this class does not teach

folk epics, let's take a look at the fairy tale "Beauty

and the Beast" by Janny-Marie Leprence de

Beaumont. The work is divided into 5 small parts, at

the end of each part there are oral questions and

assignments on the text. Here are some of them:

Which dream is shattered? Justify your answers

using quotes from the text.

What responsibility does Beauty want to

shoulder? Why?

How does Beauty’s attitude conflict with that of

her sisters?

What does Beauty’s father think about Beauty?

All questions except the task ‘Divide into small

groups of 3-5 people and form a continuation of the

story and tell it to the group’ are factual questions

aimed at retelling the content of the story. Such

questions are bound to lead to deep and imperfect. Of

course, some teachers can give compelling tasks

based on modern methods and at the same time

require a serious approach to the text of the work.

However, not all teachers can be assigned as creators

of questions and assignments. Questions that

encourage the reader to reflect on the essence and art

of the work would have taught them to do more

research and draw logical conclusions. Certainly, the

teacher may not use these questions at all, because the

correct organization of the study of the work depends

on the pedagogical skills of the teacher in all respects.

The teacher should not only create conceptual

questions that encourage students to think, but also

divide them into small groups and give practical

assignments on the topic, which intensify the learning

process and increase the enthusiasm of students. After

all, ‘Children feel events brighter and deeper together

than loneliness’ (23, 1978: 33).

At the end of the story, (22) links to the full

version of the work is provided for students who want

to know its continuation, and this allows the reader to

get acquainted with the original, full version of the

work. Plainly, through the works included in the

textbook, the reader gets a certain idea that literature

is a holistic aesthetic phenomenon. Hence, only

elevated artistic works are included in the textbook

set. The most beautiful works of art are included in

the 7th grade "Literature" textbook of the secondary

school of the Republic of Azerbaijan (24, 2018).

Topics are divided into several sections: "Samples of

folklore", "Love of the Motherland, examples of

heroism", "Spiritual values, eternal wisdom",

"Children's world, the fate of the child",

"Conservation of nature, care for nature." In this class

it is planned to study the work "Durna Teli" from folk

epics, that is one of the most popular epics of the

"Gorogly" series. Before the text of the epic is given,

the following questions are asked, which serve as an

"introduction" to the topic:

What do you know about Gorogly?

Who is called a national hero?

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192

What do you think is the reason why Gorogly has

lived in the memory of the people for centuries?

This was followed by an abbreviated text of the

epic, consisting of 7 small sections, and questions for

each section that encouraged students to analyze the

work. Along with the text of the epic, there is an

image of "Gorogly" by the artist T. Salahov . This

single photo is a great help for the reader in forming

a certain imagination of the fearless and noble

Gorogly. According to the curriculum of the subject

‘Literature’, 3 hours are allocated for the study of this

epic. Furthermore, questions and assignments for this

3-hour lesson are provided by the authors of the

textbook. Thought-provoking tasks based on various

diagrams and tables similarly, do with your partner,

prepare a presentation based on one of the given

topics, compare, analyze, write an essay help students

to refer to the text over and over again, to develop

comparative analysis skills, and to understand the

beauty of expression.

Certainly, the process of literary education cannot

be standardized. The teacher chooses different forms

and content of teaching methods based on the age

characteristics of students, the level of mastery, the

conditions of the room in which the lesson is held. A

method that gives very good results in one group may

not give the expected result in another group.

Properly selected practical tasks, interactive methods

such as working in small groups on the basis of tables,

comparative analysis of characters, various

presentations, use of multimedia materials turn the

student from the listener to an active participant in the

lesson.

3 METHOD AND

METHODOLOGY

In order to determine the role of "Literature"

textbooks in the process of teaching and learning

literary material, experimental work was carried out

among students in grades 7-9 of secondary schools.

The development of this study is based on a series of

pilot surveys conducted among students and teachers

of secondary schools in the Republic of Uzbekistan.

Previously, we managed to find out that, in general,

there is a need for a wider application of modern

interactive teaching methods, at the same time there

is a demand for an increase in teaching materials in

video format and mobile applications (Available:

https://www.dpublication.com/proceeding/4th-

wcfeducation#Table-of-Contents). We decided to

delve deeper into the topic and conduct an additional

survey, expanding the sample size to 279

respondents. The respondents were selected in three

schools in the city of Tashkent, among students in

grades 7, 8 and 9. The distribution of pupils by

schools and classes was even, by gender, pupils were

distributed as follows: boys - 53.0%, girls - 47.0%.

The data were collected using a questionnaire

method. The representativeness of the study on the

scale of the studied group is ensured by the use of a

multi-stage stratified sample, with a ten percent error,

at a reliability level of 95%. As the main criteria of

the survey, we chose a number of questions showing

the interest of students in literature lessons, in

particular to the question "Are you interested in the

subject of literature?", 42.7% of survey participants

answered yes, 29.0% reported an average level of

interest, and 21.9% of respondents reported that they

were not interested in literature lessons. After the

method of cross-frequency analysis, we decided to

find out the trends in these answers among those

selected for socio-demographic indicators.

The results of survey show that, in general,

literature lessons at school are more engrossing for

girls, while boys showed an average level of interest

to a greater extent (tab. 1)

Table 1: Distribution of answers to the question "Are you

interested in the subject of literature?"by gender of

respondents.

Yes No Average

Male 0,28 0,20 0,52

Female 0,60 0,24 0,17

Total 0,43 0,22 0,35

This distribution can be considered statistically

significant at the level of 10% error for the studied

groups. What is more, to test the hypothesis about the

influence of the teacher and the bias of the school

itself in the field of conducting literature classes, we

carried out another cross-frequency analysis,

according to the class of students (Table 2).

Table 2: Distribution of answers to the question "Are you

interested in the subject of literature?“ by class of

respondents.

Yes No Average

7th grade

0,20 0,39 0,41

8th grade

0,53 0,13 0,34

9th grade

0,55 0,14 0,31

Total 0,43 0,22 0,35

The results show us that, to a large extent, the

manifestation of interest in literature classes also

Addressing Scientiﬁc and Methodological Challenges in Developing Next-Generation Literature Textbooks

193

depends on the teacher and the attention that the

school pays to this subject. Next, we examined the

overall student satisfaction with literature lessons in

terms of textbook design and visual design. Thus, the

majority of survey participants (60.9%) reported that

they were not satisfied with the design of the available

literature textbooks. To the question "Are there

pictures in the textbook of the heroes of the artwork

being studied?" - 81.4% answered no. Moreover, the

vast majority of respondents noted that textbooks are

not accompanied by additional audio and video

materials. Probably, the factors described above also

caused the general self-assessment of the assimilation

of theoretical knowledge by students, of which only

13.6% reported that they were fully able to assimilate

theoretical material.

We have as well put forward an assumption about

the connection between interest in the subject

"literature" and the format of presentation of

educational materials. We asked the students to

evaluate the three main formats for presenting the

material on a five-point scale, where 1 meant

completely ineffective, and 5 meant very effective

(Table 3).

Table 3: Evaluating the effectiveness of training materials

in various formats.

Not

effective

at all

Not

effective

Not so

effective

Effect

ive

Very

effective

Audio

0,03 0,08 0,40 0,50

Video

0,03 0,19 0,30 0,49

Text

0,17 0,27 0,43 0,14

In accordance with Table 3, it can be seen that

audio and video are recognized as the most effective

formats of educational materials. It should be noted

that in the pilot surveys on a smaller sample, the video

format was chosen as the most convenient. Further,

students were more likely to believe that textbooks

combining all these formats in the form of a mobile

application would be as the most useful as possible.

At the same time, the results of the extended survey

show a shift in the assessment of the usefulness of a

mobile application as a textbook of literature towards

higher average ratings (Fig. 1).

Figure 1: How important do you think it is to create modern

textbooks in the format of a mobile application? (as a

percentage of the number of respondents, n = 279).

The study of the results of the survey as a whole

shows a tendency towards an increase in the demand

of modern students for educational materials in more

modern formats, despite the fact that the subject itself

is linked to text materials. However, there is

sensitivity in respondents' answers to the size and

model of the sample, which in this case is a prime

limitation. Subsequently, for a deeper and more

meaningful study of the designated subject area, it is

required to expand the sample size and the set of

measuring instruments, however, despite these

limitations, a number of conclusions can already be

drawn based on the trends identified as a result of the

current research:

1. There is a need to create new, modern

textbooks on the subject of literature;

2. The traditional text format for this subject

is considered insufficiently effective by modern

students, as opposed to audio and video formats;

3. There is a request to create textbooks in the

mobile application format, which combines all the

other formats discussed above;

4. There is also a need for retraining of

teaching staff in the direction of improving their skills

in working with these modern formats of educational

materials;

5. Careful and detailed elaboration of the

design of these textbooks plays a major role in the

creation of textbooks of a new type;

6. All the recommendations proposed above,

in the opinion of the research group, can lead to a

significant increase in interest in the subject

"literature", and will also contribute to a better

assimilation of knowledge within this subject.

4 DISCUSSION

The analysis of textbooks shows the need to further

improve the methodological system of teaching folk

epics, which are large in size and have several

options, based on modern requirements.

Consequently, textbooks need to be updated to

nurture young people who are able to think

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194

independently and realize their intellectual and

creative potential, and to transition to a competent

approach to education (6, 2015).

The fact that the data in some textbooks are

outdated from a scientific point of view, the

information is inconsistent, and the lack of

methodological guidelines for the teacher in most

textbooks also causes a lot of misunderstanding. Most

of the literature textbooks have been reprinted. They

have been published at least four times. Some even

up to 7 times. The surnames of some authors are

enclosed in a rectangular frame. It is surprising that

textbooks are being rewritten and published on behalf

of the deceased.

Admittedly, among the existing new textbooks

and manuals, enriched scientifically and

methodologically, there are textbooks that do not

meet today's requirements, didactic methods that do

not justify themselves, which lead to a sharp decline

in the effectiveness of literary education. As a matter

of course, the teacher can not only rely on the

textbook, but also use a number of materials on the

topic, recommending students to read additional

literature on the topic covered. However, the teacher

may not have the time, energy, desire, or experience

to search or create teaching materials other than the

textbook. It should be taken into consideration that

families in need of social protection will not be able

to purchase resources other than textbooks. In

addition, the student does not study only "Literature"

at school. It is advisable that the study load should

correspond to pupils’ age and level of mastery.

Based on the results of comparative study and

experimental work of existing educational

complexes, we put forward the following proposals

for further improvement of the study of folk epics in

textbooks of "Literature" in secondary schools:

• Textbooks must be attractive. Textbooks, which

must be read in educational institutions, should

attract students in terms of their appearance,

structure, design and motivate them to read the

works in them.

• A photo album, audio and video materials must

be provided for each epic work. The role of the

text in understanding the work and analyzing the

artistic means is invaluable. Even so, the text

itself is lacking in conveying the full appeal of

the epic to the readers. Epics, a unique treasure

of folklore, have been sung for centuries by

bakhshis to the accompaniment of drums.

Bakhshi's melody, the performance of the epic

in a peculiar muffled voice, the sound of the

drum penetrates into the heart of the reader, and

such an aesthetic impression will be

remembered for a lifetime. Accordingly, the

adaptation of literature textbooks to modern

requirements, the use of textbooks not only the

text of the epic, but also the audio version of the

poem, a video film based on the epic and photo

albums with the plot and main characters of the

epic will increase the effectiveness of the lesson.

The characters in the epic will have a more

complete picture of the images, facial

expressions, costumes, and the epic space

reflected in the epos. Only then students will

have a brighter idea of the work and be given a

better sense of the characters' feelings and

experiences.

• It is crucial that the textbook includes excerpts

from folk epics selected and recommended for

reading in accordance with the age and

physiological characteristics of students. Most

textbooks do not provide an excerpt from the

original text of the epic work being studied, but

an analytical text in which the textbook authors

narrate the content of the work. It is necessary to

acquaint students with the language of the work

of art, style of expression, the beauty of the

image and the skill of the narrator in the use of

words, as well as to allow them to independently

discover the beauty and charm of the epic.

• The works included in the textbook, photo,

audio and video materials, especially questions

and assignments on the topic should be

appropriate to the age and physiological

characteristics of pupils. In this sense, it is

advisable to recommend reading only one folk

epos in each form textbook.

• Textbooks should include a list of additional

literature on the topic and a link to them. The

teacher should not only rely on the textbook

while teaching a particular topic. They ought to

get acquainted with other literature, research

papers and dissertations on the topic, by

allowing students to gain new and captivating

information. For this purpose, the textbook

should include a list of additional literature and

a link to them so that pupils can be familiar with

other literature on the subject.

• Homework assignments on the topic should be

clearly indicated. The correct selection and

assignment of homework on the topic is a

foremost pedagogical process. Home tasks

based on the student’s level of knowledge and

mastery that allow him or her to work

independently. But experience has shown that

most teachers do not give homework other than

writing a synopsis and essay on the epic. The

98% of the essays written about the work read

and analyzed in the classroom are essays copied

from the textbook. They do not contain

independent opinions. Unfortunately, even the

written manuals for teachers do not provide

Addressing Scientiﬁc and Methodological Challenges in Developing Next-Generation Literature Textbooks

195

recommendations on how to properly organize

homework assignments.

• More thorough scientific bases for the provision

of literary and theoretical information in

textbooks should be developed. Cases of

repetition of information related to the studied

literary material in subsequent classes should be

eliminated. It is also advisable to provide

theoretical information on the topic in a concise,

design-friendly manner.

• The methodological manual for teaching the

topics included in the textbook for teachers

should also indicate the methodological criteria

for assessing students in the subject

"Literature". It should not be forgotten that

literature lessons do not serve to memorize or

convey information to students, but to develop

universal qualities and nurture their feelings in

the heart of the pupils. This begs the questions:

How to evaluate students in the subject

"Literature"? On the basis of what criteria can

their level of knowledge be determined? After

all, memorizing poems, remembering the names

of the heroes in a work of art and the sequence

of the plot, the ability to tell the literary-

theoretical rules exactly as written in the

textbook is not the main criterion! Given that the

methodological manual is used not only by

experienced teachers, but also by young

professionals who have just entered the field, it

seems that the methodological manual should be

perfectly created.

5 CONCLUSIONS

Textbooks are a mirror that reflects the strengths and

weaknesses of each state’s education system. This is

why a comparative study and analysis of textbooks

from schools around the world is essential.

Experiments have shown that it is needed to create

modern, thorough and perfect new generation

textbooks. Notwithstanding, textbooks alone cannot

be a ready-made solution in ensuring lesson

effectiveness. The main value in literary education is

a teacher, of course. But the fact that not all teachers

are equally creative and enterprising requires careful

and perfect creation of textbooks.

At school, the student is required to master not the

works of the author that he likes or wishes, but all the

topics included in the textbook in accordance with the

curriculum. Textbooks created in accordance with

modern requirements play an important role in

making compulsory lessons fascinating. Designed in

an attractive, methodologically sound way, the

textbooks not only make the lessons interesting and

effective, but also ensure that students actively

participate in the lesson and master the subject in

depth.

None of the textbooks we analyzed in the article

contain pictures based on the plot sequence.

Therefore, we have created some illustrations as

examples for the Ravshan epic for 7th graders. Some

of them are presented in the following (you can find

the rest in the appendix).

Students can now retell the story based on a

sequence of pictures. The artistic excerpt with

pictures is easily assimilated and well-remembered.

Now, when students read about characters like

Ravshan, Hasankhan, Zulhumor, they can imagine

them. Through this, they realize that epics are not a

monument of the past, but the aesthetics in motion.

REFERENCES

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APPENDIX

Addressing Scientiﬁc and Methodological Challenges in Developing Next-Generation Literature Textbooks

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