Vibecoding for Arts and Humanities: Build Your Own Interactive Digital Tools

Description

Humanities teachers are often the last people expected to build digital tools.

And yet, the subjects they teach – history, literature, philosophy, art, music – are rich with stories, timelines, characters, ideas, and artefacts that come alive when presented in interactive, visual, and engaging ways.

The problem is that most digital tools available to humanities educators are either too generic, too expensive, or simply not designed with their subjects in mind.

A history teacher who wants an interactive timeline of the French Revolution, a literature teacher who needs a character map for a novel, or a philosophy teacher looking for a structured debate tool: all of them are left adapting tools that were built for someone else.

This course introduces humanities teachers to vibecoding: the practice of using everyday language to instruct AI tools to generate working digital applications, with no programming knowledge required.

The course will introduce participants to the most accessible AI tools for vibecoding, such as Claude, Lovable, Bolt, and v0 by Vercel – all designed to generate working applications from plain language descriptions, with no prior coding experience needed.

Throughout the course, participants will build interactive timelines and historical maps, design narrative and storytelling tools, create character and concept exploration activities, and develop visually engaging materials that bring texts, artworks, and ideas to life for their students.

Every session will be based on practical activities: prompt, generate, test, refine, and apply.

Always with their own subject, their own students, and their own teaching context in mind.

By the end of the course, they will have built the confidence and skills to keep creating tools independently long after the course ends.

Learning outcomes

The course will help participants to:

• Understand what vibecoding is and how to use AI tools to build working digital applications without any programming knowledge;
• Recognise the specific potential of vibecoding for humanities subjects — history, literature, philosophy, art, and music;
• Build interactive timelines, historical maps, and visual tools to support contextualisation and critical thinking;
• Create narrative and storytelling tools that bring texts, characters, and ideas to life for students;
• Design concept exploration and structured discussion activities tailored to their own subject and learners;
• Leave with a personal toolkit of ready-to-use humanities-specific digital tools and a concrete plan for continued independent use.

Tentative schedule

Day 1 – Introduction to the course and to vibecoding for humanities teachers

• Introduction to the course, the school, and the external week activities;
• Icebreaker activities;
• Presentations of the participants’ schools;
• What is vibecoding?;
• Why generic digital tools rarely work for humanities teaching: mapping the gaps in participants’ own contexts;
• Exploring AI platforms and tools: Claude, Lovable, Bolt, and v0 by Vercel — similarities, differences, and when to use which;
• First vibecoding attempt: a simple interactive activity for participants’ own subject.

Day 2 – Timelines, maps, and historical contexts

• The power of visual tools in humanities teaching;
• Building interactive timelines: historical events, literary periods, philosophical movements;
• Creating simple historical and geographical maps to contextualise content;
• Workshop: each participant builds a timeline or map tool for their own subject;
• Reflection: how do visual tools change the way students engage with content?.

Day 3 – Narrative, storytelling, and literary tools

• Storytelling as a pedagogical approach in humanities education;
• Building narrative tools: character maps, plot explorers, perspective-taking activities;
• Creating interactive tools for literary analysis: text annotation, theme exploration, close reading activities;
• Workshop: designing a narrative or literary tool for participants’ own texts and learners;
• Sharing and peer feedback on tools created.

Day 4 – Concepts, debate, and philosophical inquiry

• Building structured discussion and debate tools for philosophy, ethics, and critical thinking;
• Creating concept exploration activities: idea mapping, argument builders, comparison tools;
• Designing art and music appreciation tools: visual analysis guides, listening activities, contextualisation exercises;
• Workshop: building a concept or discussion tool for participants’ own subject;
• Reflection: how can vibecoded tools support deeper thinking and student autonomy?

Day 5 – Showcase and action planning

• Participant showcase: each teacher presents one tool they have created during the week;
• Peer feedback and collaborative refinement;
• Building a sustainable vibecoding habit: strategies for continued independent use after the course;
• Action planning: each participant defines three concrete ways to integrate vibecoding into their humanities teaching practice.

Day 6 – Course closure and cultural activities

• Course evaluation: round-up of acquired competencies, feedback, and discussion;
• Awarding of the course Certificate of Attendance;
• Excursion and other external cultural activities.

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