Abstract
<jats:p>The article aims to analyze the existential themes in the novella «To the Last Breath» by Crimean Tatar writer T. Khalilov, which is included in the curriculum of foreign literature for 11th-grade students. The study explores key motifs of the work, such as the absurdity of existence, alienation, freedom, choice, responsibility, identity, and death, which resonate with universal issues in existentialist philosophy. The theoretical foundation of the research is based on the concepts of existentialism presented in the works of A. Camus («The Myth of Sisyphus»), J.-P. Sartre («Being and Nothingness»), and M. Heidegger («Being and Time»), providing deeper insights into the inner world of the novella’s protagonist, Bekyr Kerymov. The methodology of the study is grounded in a systematic analysis of the text, including its artistic structure, symbolism, and moral-existential subtext. Results. Special attention is paid to retrospective episodes that reveal the tragic fate of the Crimean Tatar people through Bekir’s personal story. Additionally, the article examines the educational potential of the work in the context of civic education, the formation of patriotism, and intercultural dialogue. T. Khalilov’s novella is a literary work that not only reflects the historical tragedy of the Crimean Tatars but also highlights universal questions of human existence. Through the protagonist’s struggle against absurdity, his efforts to preserve the memory of his homeland and cultural heritage, and to pass them on to the next generation, the author creates a multilayered text with profound existential meaning. The conclusions emphasize that «To the Last Breath» possesses considerable educational and moral potential. It fosters empathy, critical thinking, and moral resilience in students, helping them to comprehend the value of human dignity, freedom, and family ties. The novella also serves as an important tool for popularizing Crimean Tatar literature and culture in Ukraine, promoting national consciousness and intercultural dialogue.</jats:p>