This study examines the various pedagogical strategies used in teaching children's literature at the university level, revealing notable disparities in approaches and highlighting the need for further in-depth research. The method adopted is based on a careful analysis and rigorous synthesis of existing publications, academic points of view and empirical research in order to develop a holistic vision of the research problem and to formulate relevant answers to the questions posed. The importance of children's literature in academia is highlighted as a dynamic area of research, highlighting its transformative role in society. The results indicate a predominance of technical aspects of literacy, with fragmented implementation of innovative teaching practices. The study's findings highlight the critical need for teacher training programs that effectively integrate children's literature, as well as increased awareness of its transformative potential. By identifying current gaps, the study suggests ways to enrich educational programs and promote a more inclusive and diverse literature. The implications also suggest the importance of promoting innovative teaching methodologies and diversifying the literary sources used in the classroom. In conclusion, this study makes a significant contribution to the understanding of current teaching practices and suggests valuable avenues for the continuous improvement of children's literature teaching, thereby promoting high-quality and more holistic literary education, accessible to everyone and everywhere.
Makhlouf et al. (Thu,) studied this question.