The paper is based on a case study, an introductory course on computational text analysis and text interpretation for students enrolled in a Bachelor for European Cultures programme. Given the hybrid character of DH education implying various subject matters and skills as well as didactic and evaluation strategies, the proposal will address, through the lens of the classroom case study, the challenge of DH teaching shifting from a toolbox-based instruction paradigm to a more reflective mindset that considers the new technologies in a broader cultural and pedagogical context.