This article presents an intercultural approach to the study of literature that fosters the development of intellectually developed, proactive students with a unique type of thought-active formation. It explores the progressively more complex integrated forms, methods, and tools of teaching, criteria and indicators, levels of intellectual development of schoolchildren, and their influence on the development of students' motivation to read fiction. Examples of heuristic tasks in literature, geography, and history consistently develop high-level generalization concepts in students. The use of visual artistic sources, the formulation of interdisciplinary questions and tasks, summarizing, commenting on, and discussing various formulations, and the task of searching for a concept that falls outside the semantic conceptual framework convey the substantive dominants of literary education to students and become the basis for the development of meta-subject results based on generalized methods, techniques, and methods, as well as organizational forms of student activity. The results of the theoretical study suggest that establishing organic connections between literature and academic subjects not only enriches and deepens students' literary knowledge but also shapes a holistic picture of the world: its cultural, political, and social context.