Amidst technological advancements and their increasing deployment in educational contexts, the exploration of artificial intelligence (AI) in English literature teaching environments emerges as a significant research focus. This study probes the capabilities of AI tools in bolstering students' creative and critical thinking abilities. By delving into the benefits, hurdles, and ethical dimensions of utilising AI in educational settings, this research aims to shed light on the efficacious adoption of AI within the sphere of English literature instruction. According to studies, there is a widespread irresponsible usage of AI amongst learners and students in South Africa, which could lead to undesired consequences such as the reduction of critical thinking skills, creativity, and academic failure. It further explores the effects of AI on learner engagement and their overall educational journey. In this critical thinking conceptual inquiry, potential constraints and concerns related to the deployment of AI in English literature classrooms were also addressed to provide a balanced perspective on its ramifications. Practical strategies and advice for instructors for incorporating AI tools into their pedagogical techniques are proposed by this research endeavour. To aid pedagogues in appropriating AI in their English literature classrooms, this qualitative research put forth case studies and instances of successful AI implementation from various educational scenarios. By studying those case studies and data obtained from various peer-reviewed academic resources, it was concluded that as much as AI is considered a threat to legitimacy in education, it can be amicably utilised in teaching English literature to promote critical thinking skills, creativity, and academic success.

Keywords: Artificial Intelligence, English Literature, Critical Thinking Skills, Creativity, AI Tools.