The study of literature in the third decade of the twenty-first century has transcended mere aesthetic appreciation, evolving into a strategic struggle for the preservation of humanistic thought. Within the context of Uzbekistan’s Third Renaissance, this article examines the "Current Issues" facing the field, ranging from the neurological erosion of "Deep Reading" to the widening linguistic chasm between classical heritage and modern vernacular. By proposing an interdisciplinary synthesis of Digital Humanities, Cognitive Science, and Comparative Globalism, the paper argues for a radical transformation of literary pedagogy to ensure the survival of national identity in an increasingly automated world.
Abduvasiyeva et al. (Sat,) studied this question.