This study examines pedagogical and communicative challenges between teachers and students in teaching world literature in grades 10–11 of general secondary schools. The research focuses on difficulties in literary text comprehension, limitations of traditional teaching methods, and issues related to classroom interaction and assessment practices. A mixed-method approach, including literature review, surveys, and classroom observation, was employed to analyze the problem. The findings indicate that student-centered and interactive teaching strategies significantly improve engagement, mutual understanding, and learning outcomes in world literature education. This work contributes to improving teaching practices and pedagogical communication in secondary education.

Ushbu tadqiqot umumta’lim maktablarining 10–11-sinflarida jahon adabiyotini o‘qitish jarayonida o‘qituvchi va o‘quvchi o‘rtasida yuzaga kelayotgan pedagogik hamda kommunikativ muammolarni tahlil qilishga bag‘ishlangan. Tadqiqotda badiiy matnni tushunishdagi qiyinchiliklar, an’anaviy o‘qitish metodlarining cheklanganligi, dars jarayonidagi muloqot va baholash amaliyotidagi muammolar asosiy muammo sifatida ko‘rib chiqildi. Muammoni o‘rganishda ilmiy adabiyotlar tahlili, so‘rovnoma va kuzatuv usullaridan foydalanildi. Tadqiqot natijalari o‘quvchi markazli va interfaol pedagogik yondashuvlar jahon adabiyotini o‘qitishda samaradorlikni oshirishini hamda o‘qituvchi va o‘quvchi o‘rtasidagi o‘zaro tushunishni mustahkamlashini ko‘rsatdi.