Abstract
The article was prepared within the framework of a grant from Abai Kazakh National Pedagogical University. It provides a comprehensive study of the scientific and methodological foundations of using digital literary texts in the educational process. The purpose of the study is to provide pedagogical justification for literary texts in digital formats (e-books, hypertext works, multimodal texts, interactive reading platforms), to identify their differences from traditional printed texts, and to propose an effective teaching methodology. As a result of the study, a pedagogical classification of digital text types was developed; the process of cognitive dissonance emergence between the reader’s traditional text perception schema and the new experience of digital formats was revealed; and a five-stage scientific and methodological model was proposed (activation of digital context, text analysis, interpretation, critical evaluation, and creative production). International and domestic empirical data confirm the effectiveness of the proposed model: systematic work with digital texts has been shown to improve students’ reading comprehension levels. The article is intended for secondary school teachers as well as researchers in the fields of pedagogy and teaching methodology.