Volume 2, Issue 1 (2026) 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 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 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.
Particular attention is given to bibliographic hallucinations, the transformation of editorial responsibility in AI-assisted
environments, and the weaponisation of generative systems for reputational harm—through fabricated citations, misattribution,
or defamatory narratives that can operate as technologically mediated academic bullying. These dynamics are situated within
broader questions of platform governance, verification protocols, and institutional accountability.
Rather than framing technological irregularities as moral failures, the volume advocates shared institutional adaptation,
methodological vigilance, transparent pedagogical practice, and clear ethical frameworks capable of responding to both epistemic
and interpersonal risks introduced by AI.
