The article deals with the role and impact of advanced technologies on literary education. In the beginning, the author emphasizes fundamentally different cognitive objectives of empirical science and humanities. In the authors' opinion, the current scientification of the humanities leads to the domination of a single type of knowledge based on empiricism promoted in schools as a part of the so-called STEM education. A visible manifestation of this process is the labification of school learning methods. The laboratory metaphor may, however, be destructive for the non-science studies. Thereafter, the author outlines how advanced technologies can be used to teach literature according to the specificity of the cognitive model of philological studies. Through the example of an ongoing research project he shows how using cultural heritage sites and embedded education can enhance the process of studying literature, and thus help students develop new interpretative pathways and cognitive skills based on elements typical for digital environments and augmented reality.