This study investigates the profound disruptions caused by the COVID-19 pandemic and subsequent lockdown on rural education in Dakshin Dinajpur District. Through a comprehensive assessment, the research explores the multifaceted impacts of the pandemic on educational access, learning outcomes, and socio-economic disparities in the rural communities of the district. Utilizing a mixed-methods approach, including surveys, interviews, and data analysis, the study examines the challenges faced by students, teachers, and educational institutions amidst the crisis. Moreover, it identifies key strategies and interventions aimed at mitigating the adverse effects of the pandemic on rural education, offering insights for policymakers, educators, and stakeholders to navigate the complexities of educational recovery and resilience in the post-pandemic era.

The swift ascendance of digital technologies has ushered in a transformative era for the preservation and dissemination of classical literary heritage, presenting both unprecedented opportunities and formidable challenges. This study delves into the nuanced dynamics of digitalization within the realm of classical literature, focusing on three critical aspects: accessibility, perception, and interpretation by the new generation of readers. Employing a mixed-methods research design, the study integrates quantitative surveys and qualitative interviews to comprehensively explore the digital engagement with classical texts among a diverse demographic of readers. The findings illuminate a significant enhancement in the accessibility of classical works through digital platforms, albeit marked by disparities in genre representation and the fidelity of digital reproductions. Moreover, the research uncovers a complex landscape of reader perception, with digital formats fostering a new paradigm of engagement characterized by convenience and interactive exploration, yet sometimes hindered by technological limitations and the loss of tactile interaction. Pertinently, the study reveals a notable shift in the interpretation of classical texts, as digital mediums facilitate collaborative and dynamic interpretive practices among the new generation, diverging from traditional solitary reading experiences. These insights underscore the critical role of digital literacy in shaping the engagement with and understanding of classical literature in the digital age. The study’s discussion extends beyond the empirical findings to reflect on the broader implications for educators, librarians, and digital platform developers, advocating for strategic enhancements in digital literary ecosystems to enrich the reader’s experience. In conclusion, the digitalization of classical literary heritage represents a pivotal juncture, offering both challenges and opportunities to reinvigorate the legacy of classical texts for future generations, demanding a concerted effort to harmonize technological advancements with the pedagogical and cultural stewardship of our literary past.

This comparative analysis delves into two pivotal works of war literature, exploring the profound themes of life, death, and human resilience amidst the Second World War’s brutality. By juxtaposing a Russian and an Uzbek perspective, the study not only uncovers the universal existential quandaries precipitated by war but also highlights the unique narrative techniques and cultural insights embedded within each tradition. Through examining narrative structure, character evolution, and the philosophical underpinnings of these texts, the article reveals the war’s multifaceted impact on both the front lines and the home front. This exploration emphasizes the importance of literary inquiry in grasping the complex legacies of war on literature and culture, showcasing literature’s capacity to bridge cultural divides and enhance our understanding of shared human experiences in times of conflict.

As a result of the requirement to follow the principles of classism for almost a century before independence, many issues did not find their true and impartial, historically correct interpretation and solution. In fact, the study of these topics should be considered "a great positive event for our time, for the entire world literature." in this article, we will consider the ghazals of praise and praise given in "Devon of Mavlano Sakkoki" prepared for publication by literary scholars M. Hasanova, H. Sheraliyev.

This scholarly article delves into the nuanced methodology of teaching the poem as a literary genre within secondary education, focusing specifically on Mikhail Lermontov’s «Mtsyri» for 8th-grade students. It begins with a critical examination of the challenges inherent in teaching syncretic genres, especially the poem, which embodies both lyrical and epic elements, thereby presenting unique interpretative challenges. Through the presentation of detailed educational scenarios, the article proposes a comprehensive approach to enhancing students’ understanding and appreciation of «Mtsyri», underscoring the poem’s thematic depth and stylistic complexity. The suggested methodology encompasses a blend of providing historical-literary context, engaging students’ initial perceptions, and encouraging active co-creation strategies, such as expressive reading and artistic representation, to foster deeper literary analysis and engagement. Moreover, the article advocates for the use of heuristic and problem-based teaching methods to address the genre’s definitional ambiguities and to illuminate the poem’s stylistic nuances and thematic significance within Lermontov’s broader body of work. Through this elaborate pedagogical framework, the paper aims to not only improve literary comprehension among middle-grade students but also to cultivate a nuanced appreciation for the interplay between lyrical and epic narrative forms.

This article examines the overarching trends in the artistic journey of Boris Pasternak, tracing the evolution from complex alliterative and associative imagery and intricate tropology to an «unheard-of simplicity» of verse, while preserving its profound philosophical depth.