This article examines the significance of graphic narratives in teaching the parables of Alisher Navoi’s epic “Hayrat ul-abror” and analyzes the potential of visual storytelling to enrich the process of teaching classical literature. The aim of the study is to demonstrate how integrating graphic narratives into literature instruction can bridge the gap between traditional poetic texts and the cognitive preferences of modern learners. The paper discusses the artistic and aesthetic features of the parables, the methodological principles of presenting them in visual form, and the theoretical aspects of using graphic narratives to enhance the effectiveness of literature classes. The findings highlight that visual storytelling serves as an effective tool for attracting students’ attention, clarifying allegorical meanings, and deepening the understanding of the moral and philosophical layers of the text. This approach helps convey the rich ethical and aesthetic values of “Hayrat ul-abror” to a wider contemporary audience within modern educational settings.  

“Hayrat ul-abror”, Alisher Navoi, graphic narratives

Alisher Navoiy. Hayrat ul-abror. – T.: G‘afur G‘ulom, 2020. – 384 b.

https://en.m.wikipedia.org/wiki/Maus

https://en.m.wikipedia.org/wiki/Persepolis_(comics)

https://www.researchgate.net/publication/375063111_The_Effectiveness_of_Using_Comics_in_Education_A_Meta-analytic_and_Meta-thematic_Analysis_Studyv

https://www.academia.edu/37824346/Comics_Use_in_Education_A_Review_Study

https://www.researchgate.net/publication/375063111_The_Effectiveness_of_Using_Comics_in_Education_A_Meta-analytic_and_Meta-thematic_Analysis_Studyv

https://www.academia.edu/37824346/Comics_Use_in_Education_A_Review_Study