As the final session of the Digital History course, we reflected on and summarized Digital History as both an extension of traditional humanities and a transformative field. We highlighted the dynamic and experimental nature of digital humanities. This duality—grounded in established disciplines yet adaptive to new methodologies—captures the essence of DH and its potential to reshape scholarly practices.

First of all, DH possesses a strong experimental character, opening avenues for novel inquiries. Unlike traditional approaches confined to textual analysis or linear narratives, DH integrates tools like GIS, network analysis, and digital archives, fostering questions and perspectives that might otherwise remain unexplored. This progress underscores DH’s capacity to challenge canonical narratives and reframe historical understanding.

Secondly, we discussed the highlighted challenge for DH: balancing innovation with the demands of academia, where peer-reviewed publications remain a primary metric of success. Unlike traditional humanities, which often cater to scholarly audiences, DH frequently seeks to bridge the gap between academia and the public. This democratization of knowledge is evident in projects that leverage digital tools to make historical or literary data accessible to broader audiences. In our group, we defined Digital Humanists as those who utilize digital tools to raise unexpected questions, reveal new perspectives, and reach different audiences to bridge the gaps between academia and the public. This balance between innovation and inclusivity highlights the unique role of DH in bridging the traditional boundaries of academia and shaping a more interconnected and participatory knowledge landscape.

Finally, regarding the future of DH, particularly in training, I believe there is still significant room for development. As Dr. Otis shared in class, even though she has a website containing all the information for this course, the university still requires her to submit a PDF version of the syllabus. I believe DH has the potential to become a practical tool in both academic and everyday contexts because no one can resist more efficient and convenient methods. Therefore, I think DH training should ideally begin as early as high school education. Compared to when I was a student, the level of access to computers and the internet among today’s students has significantly increased. Thus, I strongly recommend that students be encouraged to complete DH projects in fields they are passionate about during their high school years.

The reflections from this course emphasize that DH is not just a method or a tool but a mindset—a commitment to questioning the status quo, engaging broader audiences, and making knowledge more democratic. To fully realize its potential, there is a need to integrate DH training more comprehensively into educational systems, encouraging students to explore its applications early in their academic journeys. By fostering this integration, we can empower the next generation to not only preserve the past but also innovate for the future, ensuring that the humanities remain relevant, vibrant, and accessible in an increasingly digital age.