The development of reflexive skills among students is a central concern in modern educational theory and practice, particularly in the domain of literary education. Reflexivity, often associated with metacognition and critical reflection, empowers learners to examine their thought processes, challenge assumptions, and deepen engagement with texts. In literary studies, reflexivity enables students to situate themselves within interpretive practices, link literature to personal experiences, and recognize broader social and cultural dimensions. This article examines theoretical foundations, pedagogical strategies, and practical methods for developing reflexive skills in literary education. Drawing on insights from philosophy, psychology, and pedagogy, the study highlights the transformative role of reflexivity in fostering interpretive depth, self-awareness, and critical literacy. By analyzing classroom practices such as reflective writing, dialogic teaching, and collaborative learning, the article proposes effective models for integrating reflexivity into literary curricula. The findings suggest that reflexive pedagogy contributes not only to academic achievement but also to the holistic development of students as independent, critical, and empathetic thinkers.  

Reflexive skills, literary education, metacognition

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