HRMARS - At present, AI technologies are rapidly evolving and integrating into education and cultural communication. In learning contexts, students increasingly rely on tools such as ChatGPT, DeepSeek, and Doubao for writing assistance and textual analysis, making these systems popular learning companions. Although AI demonstrates strong capacities for comprehension, analysis, and text generation, it remains limited in embodying emotion and lived experience, thereby challenging traditional conceptions of literary competence. Against this backdrop, literary education must reconsider how educational practice can sustain students’ subjectivity and humanistic strength within technology-enhanced environments. From the perspective of educational practice, this study explores the challenges to literary competence and its pathways of reconstruction in the context of AI. By integrating classroom cases, pedagogical reflection, and instructional strategies, it further develops a renewed model of literary competence that synthesizes technological literacy with humanistic spirit, with the aim of providing feasible references and responses for literary education in the new era.
Chonglin Yan (2026) studied this question.