Comparative literary pedagogy: analyzing the presence of world literature in Azerbaijani school textbooks

This article analyzes the role and presence of world literature in Azerbaijani school textbooks through a comparative literarypedagogical approach. Emphasizing the need for curriculum reform in light of global educational integration, it advocates for the simultaneous teaching of canonical world texts and national classics. The inclusion of literary masterpieces such as Homer’s Iliad and Odyssey, the Epic of Gilgamesh, European medieval legends, and works by Hugo, Balzac, Hemingway, SaintExupéry, and Verne, alongside Azerbaijani texts like KitabiDede Gorgud, Koroglu, and the works of Nizami, Nasimi, Fuzuli, and others, offers students broader cultural literacy and deeper humanistic values. Through comparative reading, students develop global perspectives, intercultural empathy, and aesthetic sensitivity. The article also draws on global pedagogical scholarship and national curriculum frameworks, supporting the thesis that world literature, when integrated meaningfully with Azerbaijani literature, fosters critical thinking, moral development, and cultural tolerance.