DIDACTIC FUNCTIONS OF SELECTING AND UTILIZING EDUCATIONAL TOOLS IN THE INSTRUCTIONAL PROCESS: A PERSPECTIVE FROM HIGHER EDUCATION IN HUMANITIES

Abstract

This article explores the theoretical and practical dimensions of selecting and implementing educational tools within the framework of university-level humanities education. As higher education shifts toward student-centered and digital paradigms, the didactic role of instructional media undergoes significant transformation. The study analyzes the criteria for selecting tools that align with the specific epistemological nature of the humanities, emphasizing critical thinking, hermeneutic analysis, and cultural literacy. Key didactic functions—such as informational, motivational, compensatory, and evaluative—are discussed in the context of fostering high-level cognitive engagement. The author argues that in a university setting, educational tools are not merely supplementary aids but essential components that shape the dialectical relationship between the lecturer and the student. The article concludes with methodological recommendations for university instructors to optimize the selection process based on academic rigor and pedagogical efficiency.