Purpose: This study aims to identify and systematize methods for analyzing religious allusions in the works of foreign authors within secondary-school literature classes. It also seeks to determine the pedagogical and linguistic-cultural significance of such allusions in shaping students’ cultural literacy and interpretive competence.

Research methodology: The research employs a qualitative descriptive approach supported by comparative textual analysis. It examines selected foreign literary works containing religious references and evaluates current teaching practices. Data were collected through lesson observations, textbook analysis, and teacher interviews to reveal how religious allusions are presented and interpreted in the classroom context.

Results: Findings indicate that while teachers recognize the importance of religious allusions for cultural understanding, systematic methods for their analysis remain underdeveloped. The study identifies key methodological strategies, including contextual interpretation, intertextual comparison, and integration with historical-cultural background teaching.

Conclusions: The article emphasizes the need for a structured pedagogical framework that enables teachers to guide students in recognizing and interpreting religious allusions effectively. Systematic inclusion of religious content analysis can enhance both linguistic competence and cultural awareness, thereby improving the overall quality of literature education.

Limitations: The study focuses on secondary-school settings and a limited range of literary texts, which may restrict broader generalization.

Contribution: This research contributes practical recommendations for educators and enriches the methodological foundation for integrating cultural and linguistic dimensions in literature teaching.