Exploring the Role of Literature in Enhancing Critical Thinking and Professional Development

Exploring the Role of Literature in Enhancing Critical Thinking and Professional Development

Siti Fauziana Zakaria^*, Farina Tazijan, Nur Huslinda Che Mat, Nur Maizura Lin, Mohammad Radzi Manap

Akademi Pengajian Bahasa, Universiti Teknologi, Shah Alam, Malaysia Department

^*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.9020346

Received: 19 February 2025; Accepted: 24 February 2025; Published: 24 March 2025

ABSTRACT

The integration of literature into higher education curricula has long been recognised for its role in fostering critical thinking, cultural awareness, and professional competencies. This study investigates the impact of literature education on critical thinking and professional development of law undergraduates, addressing two key research questions: (i) How do law undergraduate students perceive the impact of literature classes on their critical thinking and professional development? and (ii) What factors influence their motivation and engagement in literature classes? Using a quantitative approach, data were collected from 103 law students through structured surveys measuring perceptions, motivations, and challenges. The findings reveal that literature classes significantly enhance students’ analytical reasoning, empathy, and communication skills, with high ratings for critical thinking (mean: 4.34) and cultural awareness (mean: 4.47). Additionally, intrinsic motivation, driven by the perceived relevance of literature to legal practice, emerged as a key factor influencing engagement. However, challenges such as text comprehension and the perceived disconnect between literary analysis and legal application were identified. These findings underscore the need for aligning literary content with professional goals and integrating interdisciplinary frameworks to maximise its relevance. The study concludes that literature can serve as a transformative tool in legal education, equipping students with essential skills for academic success and professional growth.

Keywords: critical thinking, ESL, law students, motivation, teaching literature

INTRODUCTION

In the context of higher education, literature studies have long been recognised as a crucial component for fostering critical thinking, cultural awareness, and intellectual depth among students. For example, El Soufi and See (2019) highlights the use of literary and narrative texts as effective tools for fostering critical thinking in higher education contexts. Similarly, Penkauskienė et al. (2021) emphasises that critical thinking is a fundamental competence developed in higher education, contributing to intellectual depth and preparation for professional environments.

The numerous benefits of literature have prompted many countries, including Malaysia, to incorporate literary texts into English language education. In Malaysian schools, the Ministry of Education (MOE) introduced English Literature into the KBSM curriculum in 1999 (Suliman & Yunus, 2014). Beyond primary and secondary education, literature continues to be a part of higher education curricula in Malaysia (Zakaria, 2024). While literature is typically studied by English or Literature majors, it is also included in the coursework of students from other disciplines, such as law undergraduates, providing them with opportunities to develop critical thinking and communication skills through literary analysis.

For law undergraduates, the study of literature offers a unique opportunity to develop skills that are essential in legal practice, such as analytical reasoning, empathetic understanding, and effective communication (Gemmette, 1988). As the legal profession increasingly demands a high level of critical thinking and adaptability, there is a pressing need to explore educational practices that cultivate these competencies early in students’ academic journeys. According to the University of Virginia School of Law, for law students, literature classes serve as a valuable practice for engaging with intricate texts, constructing coherent arguments, and gaining confidence in public speaking—skills that are indispensable in professional legal contexts. Academic programs, such as those integrating law and literature, emphasise the overlap between legal reasoning and literary analysis. Students analyse texts for rhetorical strategies, ethical implications, and narrative construction, which can translate into stronger courtroom performance and client communication. These approaches also foster critical thinking and professional adaptability by exploring interdisciplinary themes such as justice, equity, and human rights. Studies show that students who engage in literature-based English lessons report gains in critical thinking and communication, reflecting the broader benefits of integrating literature into legal education (Kaowiwattanakul, 2021).

Despite the potential advantages, there are notable gaps in research on the impact of literature studies on law undergraduates’ academic and professional growth. Specifically, little is known about how students perceive the relevance of literature to their future careers and what factors influence their motivation and engagement in literature classes. This study aims to address these gaps by examining the perceived impact of literature education on critical thinking and professional preparedness among law undergraduates. Using a quantitative survey, it seeks to answer two primary questions: (i) How do law undergraduate students perceive the impact of literature classes on their critical thinking and professional development? and (ii) What factors contribute to law undergraduates’ motivation and engagement levels in literature classes?

LITERATURE REVIEW

The Role of Literature in Higher Education

Literature has long been accepted as an invaluable tool for cultivating critical thinking, cultural awareness, and empathy in higher education (Kramsch, 1993; Paul & Elder, 2006). By analysing different texts, students develop the ability to interpret human experiences and evaluate multiple perspectives. This skill is particularly critical in professions such as law, where practitioners must navigate and reconcile differing viewpoints to craft effective arguments and reach ethical conclusions (Edwards & Ritchie, 2022). Literature offers unique opportunities for students to engage with morally and emotionally challenging situations, enhancing their capacity for reflective judgment and ethical reasoning (Facione, 2015).

Additionally, literature contributes to emotional resilience by exposing students to themes of struggle, perseverance, and human connection, which are central to understanding the human condition. This aspect is particularly relevant for law students, as empathy and emotional intelligence are crucial for interacting effectively with clients and stakeholders. For instance, engaging with culturally significant works, such as Things Fall Apart by Chinua Achebe or Persepolis by Marjane Satrapi, allows students to deepen their understanding of cultural dynamics and ethical complexities, fostering both intellectual and intercultural growth (Chen & Yang, 2016).

Beyond its role in cultural awareness, literature serves as an avenue for enhancing essential communication skills. Analysing texts requires students to articulate their thoughts clearly, construct arguments coherently, and present evidence persuasively. These competencies mirror the demands of legal practice, where the ability to craft compelling narratives and argue cases effectively is paramount (Paul & Elder, 2020). Moreover, by exploring ethical dilemmas and character motivations in literary works, students learn to navigate ambiguity and uncertainty—an invaluable skill in addressing complex legal issues (Edwards & Ritchie, 2022).

In summary, integrating literature into higher education, especially within professional programs such as law, offers students a multidimensional learning experience. It not only equips them with analytical and communication skills but also instils a sense of empathy and ethical awareness that underpins responsible and effective practice in their chosen fields.

Critical Thinking and Professional Preparedness through Learning Literature

Developing critical thinking skills is vital in both literature and legal studies. Critical thinking, defined as the ability to analyse, evaluate, and synthesize information to construct logical arguments and solve complex problems, is a fundamental skill for law professionals (Halpern, 2013). The study of literature, with its emphasis on interpreting themes, analysing characters, and identifying symbolic meanings, offers the opportunity to practice these skills (Khatib et al., 2011). For law undergraduates, this practice mirrors the analytical processes required in legal reasoning, such as interpreting statutes, evaluating evidence, and constructing arguments

Literature fosters intellectual curiosity and reflective thinking, both of which are essential for developing critical reasoning. Through engagement with diverse literary works, students encounter varied cultural and philosophical perspectives, enhancing their ability to approach problems from multiple angles (Berrarbi, 2020). For example, interpreting moral dilemmas in literary texts can sharpen the ability to weigh ethical considerations, a vital aspect of legal practice. The research underscores that literature helps students navigate ambiguity and complexity, skills necessary for addressing nuanced legal issues (Paul & Elder, 2019).

Moreover, literature plays a crucial role in professional preparedness by nurturing communication and empathy. The narratives embedded in literary works expose students to human experiences and societal challenges, fostering a deeper understanding of human behaviour (Berrarbi, 2020). This understanding is transferable to legal practice, where empathising with clients and stakeholders is of important. Additionally, exposure to diverse narratives also helps students appreciate cultural differences, enhancing their capacity to work in multicultural environments (Chaudhary,2018).

Other than nurturing communication, empathy, and cultural competency, engagement with literature can also develop resilience and adaptability, which are essential traits for professionals in legal environments. Students learn to analyse complex texts, overcome interpretive challenges, and present well-reasoned viewpoints, all of which contribute to professional competence. The discipline required to engage deeply with literature aligns closely with the rigour expected in legal studies (Brookfield, 2012).

Hence, literature serves as a critical tool in enhancing critical thinking and professional preparedness among law undergraduates. By promoting analytical reasoning, cultural awareness, and empathetic understanding, literature equips students with the intellectual and interpersonal skills required for legal practice. These findings highlight the need for integrating literature into legal education as a means to prepare students for the multifaceted demands of the profession.

Student Motivation and Engagement in Literature Studies

Motivation and engagement are critical factors that influence students’ academic performance and their overall attitudes toward learning (Deci & Ryan, 2020). In literature courses, motivation is significantly shaped by students’ perceptions of the material’s relevance to their personal interests and professional aspirations (Guthrie & Wigfield., 2023). For law undergraduates, engagement in literature studies often depends on their understanding of how such courses can enhance critical thinking, analytical reasoning, and professional competencies. Studies indicate that when students recognise the potential of literature to develop these skills, they demonstrate higher levels of engagement and a more positive attitude toward the subject (Zylfiu & Dreshaj-Baliu, 2020).

Literature courses provide opportunities for students to explore diverse perspectives and complex narratives, fostering intellectual curiosity and critical reflection. However, students often face challenges, such as difficulty comprehending intricate texts or connecting course content to their legal studies. These challenges can negatively impact motivation and engagement (Zakaria, 2024). Aligning course material with students’ professional goals has proven to be an effective strategy for mitigating these barriers. For law students, this involves incorporating texts that mirror the analytical rigour and interpretive skills needed in legal practice or address themes relevant to societal justice and legal ethics

Other than the literary text itself, interactive teaching strategies during literature lessons further enhance student engagement by promoting active participation and collaborative learning. Techniques such as group discussions, debates, and role-playing allow students to draw connections between literary analysis and their future roles as legal professionals. These approaches also foster a participatory environment where students feel motivated to engage deeply with the material (Kasih et al., 2021). Research highlights the positive relationship between interactive learning and sustained academic interest, especially when activities are designed to be both challenging and accessible (Ramzan et al., 2023).

Educators are encouraged to scaffold learning by using guided discussions and incremental assignments, which build confidence in tackling complex texts while maintaining intellectual rigour (Ortega, 2023). This balance helps sustain student interest, reduce anxiety, and promote both intrinsic and extrinsic motivation. By addressing motivational and engagement-related factors, literature courses can contribute meaningfully to law undergraduates’ academic success and professional preparedness.

METHODOLOGY

Research Objectives

To examine law undergraduate students’ perceptions of how literature courses contribute to their critical thinking development and professional preparedness.

To identify the factors influencing motivation and engagement in literature classes among law undergraduates.

Research Design

This study adopts a quantitative approach to explore the impact of literature education on critical thinking and professional preparedness among law undergraduates. This approach allows for broad data collection across a diverse sample of students, making it suitable for identifying general trends and perceptions within this population. The survey data provide insights into both measurable and self-reported indicators related to critical thinking, engagement, and motivation.

Participants

The study involved 103 undergraduate law students enrolled in a literature course at a Malaysian university. Participants were recruited through purposive sampling. This sample selection reflects a diverse representation of students with varying grades, genres of literature preference, and language proficiency, as indicated by self-reported English grades. Data were gathered through a structured survey designed to assess students’ perceptions, engagement levels, and attitudes toward literature courses, as well as the challenges they face.

Research Instrument

The instrument used in the current study is a survey questionnaire. The first section of the survey collected demographic data, including students’ class sections, gender, and English proficiency, measured by their grades in the SPM English paper. The survey included items measuring perceptions of literature’s impact on English language proficiency, cultural awareness, motivation, intellectual growth, and relevance to professional career (Likert scale from 1–5, where 1 indicates “Strongly Disagree” and 5 indicates “Strongly Agree”). The survey was pre-tested to ensure clarity, consistency, and alignment with research objectives. This pilot testing allowed for the refinement of items based on participant feedback, enhancing the reliability of responses (Dillman, Smyth, & Christian, 2014). The data were analysed using descriptive statistical techniques to address the research objectives and questions.Frequencies and means were calculated for each survey item to describe general trends in students’ attitudes, motivations, and perceived benefits of literature courses. The study adhered to ethical standards in research. Participation was voluntary, with informed consent obtained from all participants. Survey responses were collected anonymously, ensuring confidentiality.

RESEARCH FINDINGS

Research Question 1: Students’ Perceptions of Literature’s Impact on Critical Thinking and Professional Development

The responses from the survey provide significant insights into how law undergraduates perceive the role of literature in developing critical thinking and its relevance to their professional development. The mean score of 4.34 for critical thinking suggests that students find literature courses instrumental in enhancing their analytical capabilities. This aligns with research by Nussbaum (Gemmette, 1988), who asserts that literature fosters skills like reasoning, interpretation, and argument construction, which are pivotal in legal studies. Similarly, Allan (Gopalan & Hashim, 2021) highlights that engaging with literary texts equips students the ability to assess scenarios, a key requirement in problem-solving.

High scores for cultural awareness (mean: 4.47) and learning about life (mean: 4.27) reinforce the idea that literature expands students’ perspectives. Chopp (2017) emphasises that cultural awareness is integral for legal practitioners, as understanding diverse client backgrounds often determines effective representation. Furthermore, the belief in literature’s contribution to professional career development (mean: 4.13) underlines its perceived applicability in legal careers. This finding mirrors (Hussain et al., 2024) argument that exposure to literature enhances empathy and interpersonal skills, enabling lawyers to better connect with clients and navigate ethical dilemmas.

Hence, it can be seen that literature classes contribute significantly to enhancing critical thinking in legal education by encouraging students to analyse complex narratives, interpret diverse perspectives, and develop reasoned arguments. Studies emphasise that such practices prepare students for legal tasks such as interpreting statutes, constructing logical arguments, and critiquing legal policies. For example, literature’s ability to foster empathy and cultural awareness aids in client interactions and ethical decision-making, essential for modern lawyers (James & Kift 2011). Additionally, Mercer Law School’s curriculum reform supports the integration of broader perspectives to prepare “complete lawyers,” aligning literature study with experiential learning and professionalism goals (Jones, 2012).

However, some scholars argue that the benefits of literature may depend heavily on the curriculum design.  For instance, it has been argued that without frameworks bridging abstract literary themes and practical application, students may perceive literature as supplementary rather than integral to their professional education. This critique is echoed in research emphasising the importance of interdisciplinary teaching strategies, which promote relevance by connecting literary concepts to legal reasoning and practice (Harvard VPAL, 2024).

Research Question 2: Factors Influencing Motivation and Engagement

The survey also examined factors contributing to motivation and engagement, revealing that intrinsic motivation plays a significant role. Positive ratings for “It is fun” (mean: 4.51) and “It is motivating” (mean: 4.27) align with Ryan and Deci’s (2000) self-determination theory, which suggests that intrinsic motivation enhances student engagement, particularly when the learning materials are enjoyable and personally relevant. High levels of enjoyment, coupled with meaningful connections to legal practice, likely drive sustained interest in literature studies.

While students acknowledged challenges such as comprehension difficulties (mean: 2.66) and interpretation struggles (mean: 2.37), these issues did not significantly deter engagement. This aligns with insights from Dweck et al., (2014), who argue that students are more willing to tackle complex tasks if they perceive these as valuable for long-term goals. The moderate difficulty levels observed in the findings may reflect the adequacy of instructional scaffolding in the curriculum, ensuring that students are neither overwhelmed nor under-challenged.

Participation in presentations and group work (mean: 4.41) received high ratings, indicating that interactive and collaborative learning activities are crucial for fostering motivation. According to Vygotsky’s (1978) sociocultural theory, peer-to-peer interactions enhance cognitive development by exposing students to diverse perspectives. These findings corroborate recent studies by Sweet & Michaelsen (2023) who demonstrated that active learning techniques significantly improve engagement and critical thinking outcomes in higher education. Nevertheless, it is important to note that some students may still feel disconnected if the literature content does not seem directly relevant to their legal aspirations. Thus, a more explicit focus on linking literary analysis to legal contexts could further enhance engagement levels.

CONCLUSIONS

This study highlights the role of literature in cultivating critical thinking and professional preparedness among law undergraduates. The results demonstrate that literature education contributes to analytical reasoning, cultural awareness, and empathetic understanding, aligning with the intellectual and interpersonal demands of the legal profession. Students acknowledged the importance of literature in enhancing their ability to interpret complex scenarios, construct logical arguments, and engage with diverse perspectives. Furthermore, intrinsic motivation, fostered by the relevance of literary content to future careers, was identified as a critical driver of engagement in literature studies.

Despite these benefits, the study also revealed challenges, including difficulties in text comprehension and a lack of clear connections between literary themes and legal practice. These findings indicate that while literature holds immense potential as a pedagogical tool, its full impact can only be realised through deliberate curriculum design. Aligning literary content with professional contexts and employing interactive teaching strategies can further enhance students’ learning experiences.

RECOMMENDATIONS

To enhance the effectiveness of literature education in developing critical thinking and professional preparedness among law undergraduates, this study recommends several strategies. First, curriculum should integrate interdisciplinary frameworks to link literary themes with legal concepts such as ethics, justice, and advocacy, ensuring literature’s relevance to professional goals. Employing interactive teaching methods like discussions, debates, and role-playing can foster active engagement and help students relate literary analysis to legal practice. Additionally, scaffolding techniques, such as guided assignments can address comprehension challenges while building students’ confidence with complex texts. Text selection should prioritise diverse works that reflect contemporary legal issues, including human rights and equity, to stimulate critical thought and cultural awareness. Finally, professional development workshops that demonstrate practical applications of literary analysis in legal contexts—such as client communication or courtroom argumentation—can further reinforce the value of literature in law education. These approaches collectively support student success in academic and professional settings.

ACKNOWLEDGMENT

The authors would like to express their appreciation and gratitude to Akademi Pengajian Bahasa, Universiti Teknologi Mara, Shah Alam, Selangorfor funding this publication.

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