APPLICATION OF INTERACTIVE TECHNOLOGIES IN TEACHING NIZAMI GANJAVI'S LITERARY HERITAGE IN SECONDARY SCHOOL LITERATURE CLASSES

Abstract

The article examines the possibilities of applying modern interactive teaching technologies in the process of teaching the rich literary heritage of the great Azerbaijani poet and thinker Nizami Ganjavi in secondary school literature classes. The scientific relevance of the study is determined by the limitations of traditional teaching methods in conveying the philosophical and literary heritage of the 12th century in a manner appropriate to the cognitive abilities of modern students, as well as the need to improve the quality of literature education.

Using the analysis of the poems included in the Khamsa as a basis, the study systematically investigates the effects of interactive teaching methods, such as project-based learning, conceptual analysis, debates, and clustering, on students' cognitive engagement and learning outcomes. Transforming students into active participants in the learning process creates favorable conditions for a deeper understanding of classical literary texts.

The study concludes that the effective application of interactive technologies makes the universal values of humanism, justice, and morality reflected in Nizami Ganjavi's works more accessible and engaging for modern school students. In addition to developing students' critical, logical, and creative thinking skills, this approach makes a significant contribution to the development of their aesthetic appreciation and national identity awareness.