<![CDATA[This article analyzes the pedagogical and methodological foundations of teaching works of world literature in specialized schools and examines their possible psychological effects on students. World literature education is considered not merely as the presentation of foreign authors and literary works, but as an educational process that enables students to encounter different historical, social, and cultural experiences through literary texts. Drawing on Uzbek methodological literature and international research, the study discusses contextual, dialogic, problem-based, comparative, and reflective approaches to literary teaching. Particular attention is paid to the need to analyze world literature not only through plot and character systems, but also through historical and cultural context, authorial perspective, moral choices, multiple viewpoints, and students’ own interpretations. Existing empirical research on the psychological dimensions of literary reading is critically examined. The article recognizes evidence suggesting that literary reading and dialogic engagement with fiction may support perspective-taking, reflection, and understanding of other people’s mental states, while emphasizing that such effects should not be interpreted as automatic or universal outcomes of reading literature. The study is theoretical and methodological in nature and does not present experimental or statistical results that were not actually obtained by the authors.]]>
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