Repositioning Literature Education For Global Relevance: Teaching For Cultural Literacy and Creative Competence

This paper introduces cultural literacy and creative competence as twin pillars for the field of literature education. The paper arises with the need to reposition Literature Education to meet the demands of a globalised world. The ability of learners to engage with theirs and adapt to diverse cultural situations is an essential drive towards personal, education, professional, national and international success. This paper arises from the undeniable relevance of knowledge, sensitivity and interpretative capacity to encounter and manage multiple cultural systems through literature. Literature education requires not only analytical skills but also creative competence that enables learners to interpret and recreate literary forms across different cultural settings. This position aligns with UNESCO (2026), which emphasises that creative skills and cultural competencies are essential drivers of innovation, sustainable development, and employment within the cultural and creative industries. Creative competence enables students to transform literary knowledge into innovative products and performances that meet global standards. Drawing on practices from literary studies and performance, the study further highlights pedagogical approaches such as comparative textual analysis, creative writing, performance-based activities and digital storytelling as effective strategies for improving communication and innovation among learners. It argues that when students are properly taught with certain pedagogic elements, classrooms can become transformative spaces that can reproduce globally relevant and employable graduates. The paper concludes that literature consumption serves as a flexible route to self-fulfilment, economic relevance and sustainable career development in the reigning generation.

Cultural Literacy, Creative Competence, Literature Education, Global Employability, Literary Pedagogy

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