Abstract
The subject of the paper is the analysis of memes in the teaching context of higher education, with a focus on their functionality in the teaching process, from the adoption of new material to the renewal and synthesis of the acquired knowledge. Due to the fact that the meme is one of the theoretically insufficiently studied phenomena in the teaching context, in this paper we approach it through the diachrony of its study in the theory of art, and the process of its introduction into the teaching context from the role of an auxiliary teaching tool to the curriculum of university study programs fully aimed at the study of meme creation and the study of meme in the context of social and humanities studies. In the final part of the paper, we provide a concise overview of our empirical research into the functionality of meme in university literature teaching, from which we derive certain conclusions specific to the use of meme in this educational domain.
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