The myth of Don Juan emerges as a powerful pedagogical tool in university-level Spanish language and literature instruction, focusing on Don Juan Tenorio (1844) by José Zorrilla (1817–1893) and Don Juan (1819–1824) by Lord Byron (1788–1824). Through a comparative analysis, this study explores how these texts can be approached in academic contexts, specifically considering the cultural settings of Seville and the United States. Special attention is given to the cultural differences between students in both countries and how these influence their interpretation of the texts. Zorrilla’s work, which offers a more moralistic vision of the myth, contrasts with Byron’s satirical and libertine approach, creating a rich field for analysis. These works support an interdisciplinary classroom framework, facilitating not only language instruction but also the teaching of historical, cultural, and philosophical dimensions of the Don Juan myth within Hispanic culture and its reinterpretation in the Anglophone world. Furthermore, this study proposes that engaging with the Don Juan myth enriches students’ education by enabling them to explore themes such as identity, transgression, and morality–concepts that remain relevant across cultures. By fostering a meaningful intercultural perspective, the analysis contributes to a deeper understanding of the complexities of the Don Juan myth in world literature and its resonance in contemporary contexts, thereby promoting more integrative and contextualized learning from a socio-emotional perspective.
