ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— Modern literature pedagogy faces a significant engagement crisis, particularly in the Philippine context, where the 2018 PISA results revealed a critical gap in reading proficiency. This study investigates the efficacy of transforming traditional short moral stories into animated videos using Artificial Intelligence (AI) to revitalize literature instruction. Grounded in Mayer’s Cognitive Theory of Multimedia Learning and Vygotsky’s Scaffolding, the research employed a quasi-experimental pre-test/post-test non-equivalent control group design involving secondary students. The study evaluated the impact of AI-driven multimedia across three key domains: reading comprehension, learner engagement, and moral internalization. Statistical analysis via t-tests indicated that the experimental group significantly outperformed the control group in inferential comprehension (p < 0.001), suggesting that AI-generated visuals serve as a potent cognitive scaffold that reduces extraneous load. Furthermore, results demonstrated high levels of behavioral, emotional, and cognitive engagement, with students showing a profound ability to articulate and apply moral lessons to real-world contexts. The intervention also successfully integrated a Gender and Development (GAD) framework, achieving a high rating of 85 by ensuring gender-fair and inclusive representations in the AI-generated visuals. The findings culminate in the proposed AI-Enhanced Literature Instruction (AELI) Framework, offering a strategic roadmap for educators to align humanities pedagogy with Sustainable Development Goal 4 (Quality Education). This research underscores that AI, when used ethically and strategically, is an essential tool for instructional modernization in the digital era. Keywords: Artificial Intelligence in Education (AIEd), Literature Pedagogy, Multimedia Learning, Moral Development, PISA Results, EdTech Integration.