IN THE DIGITALIZATION OF PHILOLOGICAL EDUCATION: PROBLEMS OF LANGUAGE, LITERATURE, AND TRANSLATION

Аннотация

The digitalization of philological education has fundamentally transformed the methods and tools used in the teaching of language, literature, and translation. With the advent of new technological instruments, philology has become more accessible and dynamic. However, this transformation has also introduced challenges, such as preserving the traditional depth of literary studies, ensuring the integrity of language teaching, and maintaining the quality of translation work. This article examines how the digital revolution is affecting philological education, particularly in the areas of linguistics, literary studies, and translation, and critically assesses both the opportunities and the emerging problems. It emphasizes the need for a balanced approach that harmonizes technological advances with theirreplaceable humanisticaspects ofphilological education. Keywords: digitalization, philological education, language teaching, literature, translation, digital tools,e-learning, corpus-based linguistics. Introduction. The digital era has profoundly reshaped various academic disciplines, and philology is no exception. Once rooted deeply in traditional methods of textual analysis, critical interpretation, and close reading, philological education now increasingly relies on technology- driven tools. Theinfluence ofdigitalization is evident notonly inthe methods ofinstruction but also in the types of competencies required of modern philologists. While technological innovations such as e-learning platforms, digitized corpora, and machine translation systems have enhanced accessibility and efficiency, they have also raised crucial concerns. Questions arise regarding the depth of understanding fostered by digital tools, the authenticity of literary engagement in online environments, and the reliability of automated translation systems. As with any educational revolution, digitalization offers both opportunities and challenges that must be critically assessed to ensure that philological education remains rigorous, meaningful, and human-centered. The teaching ofliterature has also undergone significant changes with thedigitalizationof philological education. The availability of e-books, online archives, and digital databases has made literary works more accessible than ever before. Resources like Project Gutenberg and Google Books provide free access to a vast number of classic literary texts, which has democratized access to literature for readers and scholars alike. Moreover, digital tools enable new forms of literary analysis. For example, stylometry — the computational analysis of literary style — can be used to examine patterns in authorship, style, and narrative structure. These tools have opened up new research possibilities for literary scholars, allowing them to analyze texts in ways that were previously impossible. Despitetheseadvancements, thedigitalization ofliterary studies presents challenges. The shift towards digital media raises concerns about the loss of traditional forms of reading and engagement with texts. Print books, with their tactile experience and linear progression, are replaced by digital formats that may not offer the same immersive experience. Furthermore, the vast amount of literary material available online can lead to a fragmentation of knowledge, as readers and scholars may struggle tonavigate and make senseofthe overwhelmingnumber ofdigital resources. Additionally, there is the issue of copyright and intellectual property in the digital world. With the proliferation ofdigital copies of literary works, ensuring that authors and publishers are properly compensated remains a significant challenge. Translation has been perhaps the most affected by digitalization, especially with the rise of machine translation (MT) systems such as Google Translate, DeepL, and Microsoft Translator. These tools have made translation more accessible and faster than ever before. They can instantly translate vast amounts of text, helping individuals and 568 RAQAMLI TRANSFORMATSIYA SHAROITIDA SUN’IY INTELLEKTNI RIVOJLANTIRISH VA ZAMONAVIY MATEMATIKANI O‘QITISH MUAMMOLARI VA YECHIMLARI businesses bridge language barriers. While machine translation has improved significantly, it still faces several limitations. Machine translation often struggles with the nuances of meaning, idiomatic expressions, and context-specific terms. While it can be accurate for basic translations, it fails to capture the subtleties of tone, style, and cultural context that human translators excel at. For example, in literary translation, the choice of words and the preservation of the original author’s voice are critical — something that current MT systems cannot achieve with the same level of precision. Moreover, the reliance on machine translation in academic and professional settings raises concerns about the quality of translations and the potential for misinterpretation. Although MT can serve as a useful tool for basic translations or fi