Main Article Content
Abstract
Teaching Shakespeare in higher education has always been a challenge for teachers because of the linguistic and cultural complexities of Shakespeare’s plays, as well as the perceived irrelevance of early modern drama to modern society. Over the years, Shakespeare pedagogy has moved from traditional text-based approaches to more dynamic and student-centered approaches. This article critically assesses the major methodological approaches used in teaching Shakespeare at the undergraduate and postgraduate levels. It discusses traditional philological approaches, New Critical and formalist approaches, historical and contextual approaches, performance-based approaches, reader-response and constructivist approaches, feminist and postcolonial approaches, and digital and technology-assisted approaches. By integrating theoretical knowledge with practical approaches, this study critically assesses the major strengths and weaknesses of each methodological approach and proposes an integrative methodological approach that combines textual analysis with performance, contextual knowledge, and digital engagement. This article makes a contribution to current debates in Shakespeare pedagogy by providing teachers with a comprehensive methodological guide that is compatible with outcome-based education and diversity in modern classrooms.