The effectiveness of interactive methods in teaching Russian literature in universities of the Chechen Republic

Abstract

In the modern higher education system, especially in multicultural regions like the Chechen Republic, traditional methods of teaching Russian literature face challenges: reduced student motivation, changing reading practices, and the need to take into account linguistic and cultural characteristics. This leads to the search for innovative approaches focused on the active involvement of students. The research aims to evaluate the effectiveness of interactive methods in teaching Russian literature, taking into account regional specifics, in order to increase the depth of material assimilation and develop critical thinking. The tasks include the analysis of modern interactive technologies, the study of the bilingual environment of universities in the republic and the development of recommendations for their implementation, with an emphasis on pedagogical adaptation to cultural traditions and digitalization. The methodological basis of the research is an integrated approach combining comparative analysis of traditional and interactive methods, qualitative modeling of educational processes and empirical data from universities of the Chechen Republic. The methods of monitoring academic classes, questioning students (n=150) and analyzing effectiveness through tests of understanding texts (works by Pushkin, Lermontov, Tolstoy) were applied. Regional factors were taken into account: bilingualism, oral culture traditions and collectivism integrated into game, project and digital forms of work. The comparison was based on the criteria of motivation, depth of analysis and retention of knowledge. The results demonstrate the superiority of interactive methods: students' motivation increased by 35% (according to questionnaires), and the depth of understanding of texts increased by 28% compared to lecture classes. Digital platforms (interactive maps, mental maps) proved to be the most effective for visualizing complex structures (for example, in War and Peace), increasing engagement by 40%. Game technologies (Pushkin quests) enhanced emotional immersion, and project activities developed team skills. In a bilingual environment, comparison with Chechen poetry has enriched interpretation (for example, Lermontov's themes of the Highlanders), with a 25% increase in metacognitive skills. The discussion of the results highlights the pedagogical value of interactive methods for a multicultural context: they contribute to the integration of cultural traditions, the formation of intercultural competence and overcoming language barriers. A combined approach with genre differentiation (games for lyrics, projects for prose) is recommended, which enhances personalization. The study contributes to the methodology, offering a model for regional universities, and opens up prospects for further experiments on the digitalization of literary education.