Abstract

Objectives: The study aims to analyze the characteristics of modern Jordanian narrative and examine their potential for digital integration; explore its potential to foster critical reading; identify the skills elicited by its texts; propose digital activities linked to narrative elements, skills, and learning outcomes; diagnose the challenges associated with such integration; and develop a seven-stage pedagogical model that integrates Jordanian narrative, the digital environment, and critical reading. Methodology: The study adopts a descriptive-analytical approach supported by a critical-analytical approach. It analyzes concepts and theoretical literature in narratology, literary didactics, and digital learning, and then develops a new conceptual synthesis among them, without employing field instruments or statistical procedures, given the theoretical and analytical nature of the research question. Conclusion: The study concludes that the structural features of modern Jordanian narrative, including polyphony, fragmented temporality, the unreliable narrator, dense spatial significance, and the presence of identity-related and social questions, provide fertile ground for training learners in inference, evaluation, and critical questioning rather than memorization and summary. It shows that digital activities, such as collaborative annotation, timeline reconstruction, mind and spatial mapping, asynchronous discussion, digital storytelling, and generative AI-assisted analysis, derive their value from making hidden cognitive reading processes visible and open to discussion and assessment.