Exploring the Role of a Literary Analysis Learning Module in Supporting Critical Thinking Skills Among High School Students

The aim of this study was to examine changes in critical thinking indicators among high school students following the implementation of a systematic literary analysis module. To achieve this goal, the Watson–Glaser Critical Thinking Appraisal was used in combination with a modular project-based approach, which included an analysis of the motifs in the Armenian epic “Daredevils of Sassoun” and the Spanish epic “The Song of My Cid.” The findings indicated positive changes in all measured components of critical thinking, including analytical, interpretative-argumentative, and reflective skills, following the implementation of the learning module. At the beginning of the study, 31.7% of participants demonstrated a high level of analytical thinking, 45% a medium level, and 23.3% a low level. Following the implementation of the learning module, the proportion of students with a high level increased to 46.7%, while the proportion with a low level decreased to 13.3%. In the interpretative-argumentative domain, the proportion of students demonstrating a high level increased from 38.3% at the beginning of the study to 51.7% following the implementation of the learning module, while 36.6% demonstrated a medium level and 11.7% a low level. Reflexivity and self-assessment indicators also showed positive changes: The proportion of students at the high level increased from 16.7% to 33.3%, the medium level reached 45%, and the low level decreased to 21.7%. Comparative analysis of epic texts revealed universal cultural archetypes and structural parallels among folk traditions, fostering the ability to critically interpret cultural phenomena, formulate evidence-based interpretations, and integrate knowledge into the learning process. The results demonstrated positive changes in students’ critical thinking indicators following the implementation of the interactive module, suggesting its potential value for supporting analytical, interpretative, and reflective skills.