The increasing interconnectedness of the global societies has well transformed the intellectual as well as the cultural demands placed upon the contemporary form of education systems.The English curriculums, which appropriately express the Eurocentric literature culture, must be reconstituted critically, to capture the twenty first century multicultural actualities. The paper discusses the use of world literature in English curriculum as a systematic pedagogical intervention course that increases multicultural awareness, cross-cultural literacy and being a global citizen. The study frames the world literature into the setting of a comparative literary theory, postcolonial and multicultural education models in an effort to measure its academic and sociocultural implication. The research indicates the derailment that introducing non-Western and marginalized voices into the mainstream literary pedagogical process can cause with the help of the qualitative analysis of the curricular paradigms, the policy guidelines, and the classroom practice across various learning environments. It also examines pedagogical practices that foster critical thinking, empathy and intercultural competence, and structural constraints that involve standardized testing regimes, canon formation issues and resource scarcity. These findings indicate that the carefully integrated into the world relationship curriculum strengthens the interpretative ability, broadens aesthetic boundaries and fosters the aspect of moral global awareness without diminishing underlying literature ability. The paper concludes that inclusive and balanced literacy curriculum grounded on institutional conformity and type education training is required to produce the truly globally literate students, who might mediate within the varied cultural spaces