Abstract
Digital humanities (DH) instruction has proliferated over the past decade, yet no systematic account exists of what is actually taught under this label. We assembled a corpus of 214 openly published DH syllabi from institutional repositories and OER platforms and applied topic modelling and citation-network analysis to characterise curricular content, required tools, and canonical readings. Four dominant pedagogical clusters emerge: text-encoding and markup, computational text analysis, digital archives and curation, and critical/cultural DH. We find a marked geographic skew, with North American and Western European syllabi over-represented relative to global DH scholarship, and a persistent gap between critical DH's theoretical prominence in journal literature and its comparatively thin representation in course reading lists. We argue open syllabus repositories are an under-used empirical resource for curricular self-study in DH and propose a lightweight annotation schema for future comparative work.