This article examines methodological approaches to developing literary competence in higher education, with a particular focus on students majoring in English and related educational fields. Literary competence is understood as a multidimensional construct encompassing linguistic, interpretive, contextual, aesthetic, and critical-reading skills necessary for meaningful engagement with literary texts. Drawing on competence-based education principles and aligned with the Common European Framework of Reference for Languages (CEFR), the study analyzes contemporary pedagogical methods that foster students’ ability to comprehend, interpret, and evaluate literary works. The article explores a range of instructional approaches, including text-centered analysis, reader-response methodology, contextual and cultural interpretation, critical literacy practices, and blended learning strategies. Special attention is given to interactive and student-centered techniques that promote active participation, reflective thinking, and interdisciplinary integration. The findings suggest that the systematic application of these methodologies significantly enhances students’ literary competence and contributes to their professional development as future language educators. The article concludes by outlining methodological conditions and pedagogical recommendations for effectively integrating literary competence development into higher education curricula.

Literary competence, interpretive reading, contextual analysis

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