Pedagogy 2025

Abstract

This presentation introduces an innovation project scheduled to be implemented at the University of Murcia, in southern Spain, in January 2026, as part of a monographic literature course taken by students in their fourth and final academic year. The project combines literary study, digital creativity, and community engagement, positioning future graduates as active mediators between academic knowledge and social contexts. Within the course, university students will select one literary work from a curated list and, working collaboratively in groups, analyse and discuss its themes and meanings. Each group will then design digital materials—such as videos, posters, or interactive presentations—that foreground key excerpts and issues within the chosen text. Importantly, these creations will be informed by the results of a questionnaire administered to secondary school students, which will identify their interests, concerns, and questions. In this way, the project ensures that the academic work of university students is both pedagogically meaningful and socially responsive. The initiative pursues a dual aim. First, it will encourage secondary school students to engage in conversations about pressing topics through the mediated perspectives of literary characters, thereby creating a safe space for reflection. Second, it seeks to inspire a deeper interest in reading, motivating students to explore the literary works themselves. By embedding this project in a capstone literature course, we will be able to demonstrates how higher education can extend beyond the academic context, fostering dialogue, creativity, and critical thinking while highlighting the enduring social value of literature.