Transformation of Classical Reading Approaches and Instructional Strategies for the MZ Generation : A Case Study of the Toji Reading Course

This study examines how instructional strategies tailored to MZ-generation university students reshape their engagement with classic literature, focusing on the Korean novel Toji (The Land). The course moves away from a traditional model centered on complete reading and textual interpretation. Instead, the redesign aims to increase learner autonomy and reading immersion through experience-based approaches. Instead of requiring full-text completion, the instructional design encourages flexible, flow-oriented reading, prioritizes expressive reading assignments, and implements participation-based assessment rather than performance-oriented grading. As a result, students experience reduced emotional burden, increased immersion, and deeper internalization of the reading experience. The learning environment also increases self-determination and sustains motivation. These changes transform classical reading from a task of mere textual interpretation into a space for autonomous literacy practices, where learners can emotionally engage with texts and interpret them from their own perspectives. The findings show that educators can restructure classic literature education to address generational differences in literacy sensibilities. When educators support students in actively reinterpreting texts by connecting them to their own lives, the redesigned strategies demonstrate a meaningful pedagogical shift. This shift increases the educational potential of classic reading.