Digital Humanities Pedagogy Teaching Literature and Culture with AI Inspirational Tools, Ethical dilemmas, and Transformative results

Abstract

In this study, the author discusses how Artificial Intelligence (AI) can be integrated into Digital
Humanities (DH) pedagogy because AI can be used to analyse texts at scale but requires a critical
set of theories to overcome the ethical hazards linked to AI. The approach to the methodology is a
mixed-methods one, where qualitative analysis of backgrounds of DH texts is used alongside the
quantitative data on AI adoption in higher education, as generative AI and Large Language
Models (LLMs) become widespread in 2025-2026. The evidence shows that even though AI
applications such as multimodal LLMs and agentic workflow can greatly enhance the engagement
of students and provide unprecedented levels of distant reading, they also present biases that risk
cultural diversity. The study finds that transformative DH pedagogy should not focus solely on
tool-use but consider a more critical approach of AI literacy. This practice will make students
capable of questioning the algorithmic forms of power, so the digitalization of the humanities
would be based on the principles of social justice, hermeneutical intonation, and moral
accountability.