Reading with Machines: Artificial Intelligence and the Future of Literary Competence in the Classroom

Abstract Introduction: This study investigates the implications of artificial intelligence (AI) on the pedagogy of literature at the university level. Methods: Over a four-week period, students collaborated in groups to analyse, summarize, and reflect on selected literary texts using AI tools. Classroom observations, student reflective writing, and informal interviews with ten literature instructors from various Algerian universities were sources of qualitative data. Results: The findings highlight that AI tools boosted in-depth understanding of texts, writing fluency, and facilitated the revision of students’ written work. Discussion: However, depending on AI outputs still figured as a threat to the innovativeness, as well as the ability to critically evaluate it autonomously, thus pointing to problems while employing literature as a means of education. Limitations: The research was confined in terms of its time span, the number of participants, and the AI tools chosen for the study. Conclusions: AI can enhance literary competence; nevertheless, its integration must promote students’ critical thinking and authenticity in their responses.