In the age of digitalization, the transformation of humanities education to suit modern realities seems entirely natural. The emergence of new disciplines, the development of analytical tools facilitating scientific research, and the emergence of new methods of transmitting information have all significantly driven the development of humanities education within the context of technological progress. However, it is worth noting that the progress of these two phenomena is interdependent. The digitalization of society is changing not only the content of humanities disciplines but also the methods of their study and the requirements for student competencies.

Modern technologies, including artificial intelligence, are changing subject areas of study, research methods, and student competency requirements. A. A. Filippov writes: «Modern teachers and lecturers must have at least a basic knowledge of software and technological tools to enrich the educational process and make it more effective» [2, p. 25]. These changes challenge universities and schools not only to master new ways of organizing the educational process but also to reconsider the goals of humanities education, its role in society, and the methods of preparing students for life and work in the age of digitalization.

Employers value university graduates' ability to analyze complex texts, articulate their position, and understand cultural context [3, p. 70]. These qualities help create both sustainable and adaptable solutions where programmed algorithms prove insufficient. It's worth noting that humanities approaches are also important for formulating assessments of the impact of technological progress on society. Issues such as privacy, ethics, cultural identity, and structured bias require humanities competencies. Humanities education is not disappearing under the pressure of technology; it is becoming a necessary component of the sustainable digital transformation of public life [7, p. 45]

Technology brings new tools to research and teaching. Data visualization, multilingual processing, and text mining expand the toolkit of humanities research. This makes it possible to work with large texts, search for hidden patterns in literature and historical sources, model social networks, and visualize cultural processes across time and space. These methods increase the speed and scale of research, but simultaneously require new skills and quality standards.

Social changes in the age of digitalization also impact humanities education. Critical understanding of the media landscape makes this influence far more significant than if it were imposed through the spread of disinformation. Schoolchildren and students access a large volume of content daily, but they don't always have the tools or skills to evaluate the reliability and origin of information. Humanities education in the digital age must address this gap by developing media literacy and the ability to analyze sources.

Technological challenges are changing the labor market, creating new professional fields. Multidisciplinary specialists capable of performing interdisciplinary roles that value both analytical and technical skills are particularly valuable. These include digital PR specialists, IT recruiters, digital analysts, email marketers, and AI ethicists. This poses challenges for implementing an educational program that must combine traditional humanities knowledge with practical experience in the digital environment. The challenge is to do this without losing the depth of humanities training or turning education into a set of technical instructions.

In addition to basic disciplinary knowledge, skills in working with data, an understanding of digital technology principles, and the ability to formulate ethical questions are required. Competencies include mastery of data analysis and visualization methods, the ability to formulate research questions, adapt traditional methods to new data sources, and work in interdisciplinary fields. Humanities scholars must also be able to interact with technology at a basic level [1, p. 4]. These skills are becoming increasingly in-demand in the labor market and are valued by employers.

Digitalization creates not only opportunities but also risks that require careful analysis. One key risk is digital inequality [5, p. 169]. Access to tools, high-quality internet, and computing resources varies across countries. When developing programs, it is important to consider this factor and work to reduce barriers to learning.

Ethical issues concern the privacy of sources and data rights [6, p. 19]. Digitization of personal archives, processing of biographical information, and publication of data require respect for the rights of data subjects and an understanding of legal restrictions (e.g., copyright). Furthermore, algorithmic bias or insufficient consistency in causal inference can distort the interpretation of the material. Humanities scholars must be prepared to critically evaluate data sources and methodologies, identify the limits of applicability of results, and provide recommendations for the responsible use of technology.

Modernizing humanities education in the context of digitalization must be systemic and flexible [4, p. 41]. One effective model is integrating digital skills directly into the educational process (creating presentations, working with AI, translating texts, using VR systems). This helps students understand the connection between theory and practice and learn to apply digital methods in the context of their subject. Examples include solving VR cases related to digital crime scene modeling for law students or teaching digital cataloging to history students.

Another model is the creation of interdisciplinary programs that combine humanities, engineering disciplines. Such programs allow students to master the basics of programming, work with metadata, and develop digital research methodologies, combined with a deep understanding of humanities topics. This contributes to the development of specialists capable of initiating and leading digital projects in the cultural sphere and education.

In conclusion, it is worth noting that the digitalization of humanities education is an integral process of societal development. Among the advantages of digitalization are expanded access to extensive and diverse sources, increased effectiveness of analytical and methodological approaches in humanities research, and the development of skills in demand in the modern labor market—interdisciplinary, digital, and communicative. Digitalization is associated with serious risks, including digital inequality, ethical issues related to data processing, and threats of distorted interpretation of research results related to data quality and algorithmic bias. To minimize these risks, it is necessary to implement high-quality methodological standards, develop critical assessment skills, and adopt an ethical approach to digital technologies.

References:

1. Belyaeva, L. N. Humanitarian Technologies and Humanities in the Aspect of Training a Modern Specialist // Universum: Bulletin of Herzen University. 2008. № 1. P. 3–8.

2. Filippov, A. A. Technological Progress as a Factor in the Development of the Educational Institution // Bulletin of the Saratov University. New Series. Series: Sociology. Political Science. 2023. Vol. 23, issue 1. 22–27.

3. Kabysheva, M. O. Evaluating the Effectiveness of a Dedicated Course for Developing Critical Thinking in Students // Bulletin of the Kazakh National Women's Pedagogical University. 2022. № 2 (90). 68–76.

4. Kozlovskaya, G. E., Kazenina, A. A. Digitalization of Education: Modernization or Transformation // Bulletin of the Moscow City Pedagogical University. Series: Philosophical Sciences. 2020. № 1 (33). 38–43.

5. Lebedeva, L. G. On the Problem of the Risks of Digital Inequality in a Generational Aspect // Bulletin of the Lobachevsky University of Nizhny Novgorod. Series: Social Sciences. 2023. № 1 (69). 165–173.

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7. Shapinskaya E. N., Lisenkova A. A. Humanities Education in the Digital Age: Transformation or Crisis? // Cultural Code. 2020. № 1. 42–54.