Founded in 2025, AI & Antiquity: Journal of Teaching and Technology in Ancient Studies (ISSN 3081-4553) was established on the conviction that Ancient Studies—encompassing history, archaeology, philology, and art history—urgently require a dedicated forum for critical reflection on pedagogy, teaching practices, and the transformative role of digital technologies in education. In a scholarly environment where research often takes precedence, this journal places teaching at the centre of attention: as a fundamental, creative, and intellectual dimension of professional practice in the study of the ancient world.
The journal’s mission is to foster dialogue among researchers, educators, and technologists committed to inclusive, active, and innovative pedagogies for engaging with the past. AI & Antiquity gives particular attention to perspectives historically overlooked in scholarship—especially those of women and other underrepresented groups—alongside the experiences of neurodivergent students and educators. As an online publication, it provides a dynamic platform for exchanging ideas and practices across disciplines and geographies. While artificial intelligence occupies a central place in this conversation, the journal also embraces a wide spectrum of digital tools—from immersive environments and data visualisation to collaborative platforms and gamified learning strategies—with the aim of reshaping how Antiquity is taught and learned in the 21st century.
AI & Antiquity is published under the umbrella of the Center for Innovation in Ancient Worlds (CIAW), a non-profit academic framework designed to sustain the journal and to foster new initiatives at the intersection of Ancient Studies, pedagogy, and digital innovation. Through CIAW, the journal benefits from a stable institutional base while remaining an independent academic initiative. It also counts on the support of the Area of Ancient History, Department of Sciences of Antiquity and the Middle Ages, Universitat Autònoma de Barcelona.
Drawing on the expertise of a distinguished editorial team and an international advisory board, AI & Antiquity ensures academic excellence, fosters interdisciplinary innovation, and seeks global relevance in every contribution it publishes.
Current Issue
Volume 2, Issue 1 (2026) of AI & Antiquity explores the shifting epistemic landscape of Ancient Studies in an era increasingly mediated by artificial intelligence. Moving beyond celebratory or alarmist narratives, this issue addresses AI as a site of negotiation—between pedagogy and research, automation and responsibility, innovation and scholarly trust.
The contributions gathered here examine AI as a cognitive mediator in the classroom, as a methodological tool in historical research, and as a force shaping cultural memory and historiographical inclusion. From practical case studies on responsible classroom implementation to comparative evaluations of generative AI in primary source analysis, the issue foregrounds verification, reflexivity, and critical literacy as core scholarly competencies. It also expands the debate toward public history and heritage discourse, asking how algorithmic systems influence representation, authority, and the recovery of historically marginalised voices.
Particular attention is given to emerging structural challenges, including bibliographic hallucinations, the transformation of editorial responsibility in AI-assisted academic environments, and the weaponisation of generative systems for reputational harm. The volume addresses the use of AI-generated content to fabricate citations, misattribute authorship, or produce defamatory narratives about scholars as a form of academic bullying that operates through technological mediation. Rather than treating such practices solely as individual misconduct, the issue situates them within broader questions of platform governance, verification protocols, and institutional accountability.
Rather than framing technological irregularities as moral failures, this volume advocates for shared institutional adaptation, methodological vigilance, transparent pedagogical practice, and clear ethical frameworks capable of responding to both epistemic and interpersonal risks introduced by AI.
Structured as a coherent itinerary—from mediation to method, from method to memory, and from memory to inclusion—Volume 2, Issue 1 invites scholars, educators, and institutions to engage critically with AI not as a peripheral tool, but as a transformative condition of contemporary knowledge production in Ancient Studies.
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