This study investigates the fusion of literature, Information and Communication Technology (ICT), and positive psychology within English as a Foreign Language (EFL) classrooms in Greece, with a particular emphasis on its influence on student engagement, motivation, well-being, and educational outcomes. A total of 198 students, 50 educators, and 78 parents, encompassing diverse geographical, socioeconomic, and cultural backgrounds, participated in the study. We employed a combination of synchronous and asynchronous ICT platforms such as e-me, WebEx, e-class, and Teams to facilitate literature-integrated EFL instruction. Quantitative analysis of post-intervention data reveals enhancements in classroom engagement, motivation to acquire English proficiency, and overall satisfaction with EFL pedagogy among students. Qualitative insights corroborate these findings, indicating increased student interest and enjoyment in literary discussions, leading to improved linguistic skills and heightened psychological well-being. Educators also expressed endorsement for this integrated teaching methodology, signifying its potential to revolutionize EFL pedagogy. However, it is imperative to acknowledge that these results emanate from the distinctive cultural milieu of Greece. Future researchers should exercise caution regarding cultural nuances when applying this approach in diverse linguistic and cultural settings. This study underscores the transformative potential of the tripartite integration of literature, ICT, and positive psychology, positing its capacity not only to enhance EFL educational outcomes but also to cultivate a more comprehensive, learner-centric educational environment.