This paper addresses the question of the role that artificial intelligence (AI) image generators play in the reception of the ancient world, examining the assumptions on which they draw in the generation of images, and how the creation of such images influences perceptions about the classical past. After a brief outline of how AI image generators work, highlighting the inherent presumptions and biases of the visual productions, a small case study is then presented, in which the prompt ‘Roman Britain’ was submitted to eight different free image generators. The conclusion drawn from this experiment is that while the technology is impressive, none of the image generators have managed to produce pictures that effectively conjure up Roman Britain. Although the tools may be good at creating a general impression, individual details are often incorrect. Moreover, the output depends heavily on the training data available. In the case of the ancient world, no photographs exist; only archaeological remains, fragments, and later imaginative reconstructions survive. Consequently, these limitations inevitably shape the generated images. Despite these disadvantages, it is likely that AI-generated images will become part of cultural heritage, and it is, therefore, important to consider the role that such images might play in the reception of antiquity. In recognition of the problems, and the advantages, of this technology, some suggestions are made in the final section of the paper as to how generative artificial intelligence (GenAI) images may be used in a positive manner, particularly within the classroom.

The purpose of this article is to demonstrate the pedagogical application of Generative AI (GenAI) to a particularly fruitful area of Homer, the speeches, drawing on narratology as a theoretical framework to contextualise the use of the technology. The teaching methodology, students interrogating a chatbot to explore a speech from Homer, comprises dialogic learning as students craft questions, reflect and respond to the chatbot’s responses. This reiterative process is demonstrated through dialogue with Microsoft Copilot on one speech from the Iliad, book 16, where Achilles chides a tearful Patroclus (Il. 16.7–19), and one from the Odyssey, book 19, where Odysseus rebukes the treacherous maid Melantho (Od. 19.71–88). Two different strategies were deployed to highlight the response patterns of GenAI. With the Iliad, the strategy was to ask Copilot questions directly about the speech; with the Odyssey, Copilot was asked to assume the role of a character from the exchange. It was found that Copilot supported a narratological interpretation of the text by offering students an informed, and largely accurate, window on the speech for them to explore key considerations such as focalisation, the viewpoint on the unfolding narrative. Furthermore, while Copilot provided a rich layered response, there was still space for students to negotiate the meaning of the text further, retaining their own responsibility as active learners. The conclusion is that GenAI is in line with an inquiry-based approach to the study of Homer that promises to engage students and keep the discipline fresh.

Scholarship on Scandinavian linguistics has long recognised an indigenous metalinguistic tradition, rooted in runic writing and skaldic poetry, that developed independently of Latin influence. This tradition coexisted with Latin learning in a dynamic interplay often termed ‘two cultures’, culminating in the Icelandic grammatical treatises (12th to 14th centuries). While debates persist over the treatises’ indigenous versus foreign influences, the methods of Latin teaching in medieval Iceland remain underexamined. Though recent work has addressed Latin textual presence and educational structures, the pedagogical techniques themselves – how Latin was taught – have yet to be explored. This study aims to fill this gap, analysing methods and techniques of teaching Latin in medieval Iceland and offering new insights into the negotiation of vernacular and Latin traditions.

This article presents a case study of an undergraduate workshop at Oxford University which, using the Corsi Collection of the Oxford University Museum of Natural History, focused on the identification and appreciation of coloured marbles, of the sort seen in ancient sculpture and architecture. Grounded in object-based learning (OBL), but conducted within the constraints of a predominantly text-based and classroom-bound curriculum, the workshop employed direct object engagement to foster observational skills, material literacy, and critical reflection on ancient resource use, offering students a chance to interact directly with Roman decorative materials. It aimed to demonstrate the pedagogical value of tactile engagement with artefacts in developing historical understanding, enhancing student enthusiasm, and embedding experiential learning within a traditionally text-centric curriculum. Drawing on theoretical frameworks developed by Hannan et al. and Laurillard, this paper argues that the integration of material-focused pedagogies can meaningfully boost student engagement and learning outcomes, while also contributing to broader institutional discussions about teaching excellence and student success. The outcomes demonstrate the significant pedagogical potential of object-based learning (OBL), especially in disciplines like Classics where material culture is often under-represented. In reflecting on outcomes, challenges, and broader applicability, the article advocates for wider adoption of OBL within Classics and outlines practical ways in which it can complement standard university teaching.

The article discusses why Classics is important and why its study benefits not just university students but also young children. It was runner-up in the Intermediate Category for a Classical Association competition in 2025. The article explores the value of Classics as a wonderfully diverse subject involving the study of history, archaeology, architecture, art, and literature. Classics enables students to study over a thousand years of history, to uncover cultural values, to discover how language operates, to develop critical analysis skills, and to delight in its timeless literature. The article explores how the study of Classics can benefit young students’ reading and writing proficiency and can be especially beneficial for those with special educational needs. It explores how Latin translation builds code cracking and cognitive skills, not only developing grammatical knowledge but also encouraging problem-solving suited to science, technology, engineering, and mathematics (STEM)-based subjects such as computer science and maths. The article looks at the interdisciplinary nature of the subject and the benefits of learning Latin and Greek vocabulary for language learning and science.

This article presents a proposal for personalised learning itineraries in the field of Ancient History, designed specifically for neurodivergent university students, particularly those with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), or dyslexia. Drawing on the flipped classroom model, the approach shifts the centre of gravity of learning to the students, who are asked to engage with historical content through autonomous preparation, artificial intelligence (AI)-supported tasks, and collaborative in-class activities. Two differentiated learning paths are outlined: one structured and linear and one open and creative. Both incorporate digital tools, such as Google Forms and Canva, and regulation strategies to support executive functioning and autonomy. The article discusses the inclusive potential of this model and reflects on how the integration of AI reshapes historical learning and critical engagement.

This manifesto was originally submitted into and went on to win the senior category in the 2025 Classical Association ‘Write | Speak | Design’ competition. Through a mix of research and my personal classics journey, it argues that the contemporary relevance and remote accessibility of classical subjects, along with the academic joy they encourage in learners, make the study of the ancient past as important as ever and highlights ways these areas could be harnessed to increase the importance of classics further.

A response to the Classical Association’s Write | Speak | Design Competition 2025. A short essay presenting an argument which passionately asserts the centrality of classical education as providing the tools to make sense of the world at a pivotal socio-economic and political juncture, from the perspective of the author, a 16-year-old state school student in a school without classics provision. Emphasising the continued relevance of Classics in modern life through its relation to critical thinking, social mobility, and cultural capital, this essay advocates for the prioritisation of Classics in the modern curriculum. The author argues that the skills developed through the study of Classics, such as linguistic analysis, debate, and source criticism, are essential in providing tools to navigate misinformation and political polarisation. The essay highlights the cultural and intellectual legacy of Ancient Greece and Rome, asserting that lack of access to this education limits students’ cultural capital by decontextualising their understanding of literature, art, and history. Furthermore, the essay addresses the author’s experience of gendered and classist disparities in Classics education, highlighting the urgency for an increased advocacy and resource allocation to make Classical studies more accessible and inclusive in mainstream education.