Criteria for digital educational resource selection in humanities teaching

The paper addresses the issue of educational resource selection in humanities teaching. The relevance of the research lies in the rapid integration of digital means into education. In many cases, resource selection is based only on technological capabilities and performance standards, excluding teaching. Consequently, the article aims to develop and validate a set of criteria for choosing digital educational resources in humanities teaching. The methodology includes the activity approach, which defines a digital resource as a means of organizing the teaching process. The authors analyze current studies in digital didactics, digital content design, assessment of educational resource quality, and digital competence development in teachers. While the existing selection methods focus on either the digital mean features or its implementation conditions, the study confirms the necessity of clarifying the selection procedure itself. Hence, the article suggests a criteria system that applies the structure and main constituents of teaching. The latter comprises goal setting, informativeness, educational activities, communication, and the potential for reflection. The correlation between the listed components and digital resource functionality is presented as a matrix. In the specified selection, the digital mean feasibility needs to be consistent with the learning objective as well as student's analytical, interpretive, and discussion-based activities. The proposed approach allows researchers to regard the digital resource selection as part of teaching planning. In addition, it can serve as a ground for creating a diagnostic kit to assess the educational expediency of the selected means.