Comparative Study Between Palestinian and Global Literature: Identifying Best Practices and Transferable Pedagogical Strategies

Objective: This systematic review explores Palestinian literature curricula in comparison with global literature education to identify best practices and transferable pedagogical strategies. Using PRISMA 2020 methodology, peer-reviewed studies published 2020 and 2025 were analyzed, focusing on curriculum design, content, teaching methods, international competence, and inclusive pedagogy. Findings show that Palestinian curricula prioritize culture identity and national heritage, while global literature education emphasizes inclusive, student-centered learning and multicultural engagement. This synthesis supports curriculum reform, teacher training, and hybrid models integrating local identity with global competencies. Recommendations include enhancing intercultural competence, implementing inclusive classroom practices, and aligning with both national and international standards.