AI & Antiquity: Journal of Teaching and Technology in Ancient Studies is dedicated to reimagining Ancient Studies through innovative, inclusive, and forward-looking pedagogical practices. The journal fosters a dynamic exchange of ideas that bridges the ancient world with contemporary debates, emerging technologies, and the educational challenges of the twenty-first century. It is a space for scholars, educators, and students committed to rethinking how, why, and for whom Antiquity is taught, studied, and understood today. Founded: 2025 Frequency: Biannual (Feb · Sep) ISSN: 3081-4553
Center for Innovation in Ancient Worlds (CIAW)
Authors retain copyright and grant AI & Antiquity the right of first publication. Articles are published under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0), which allows others to share and adapt the material for non-commercial purposes, provided that appropriate credit is given to the original author(s) and source. Any commercial use requires the explicit permission of the author(s).
Divulgación vs Vulgarización: el reto de la creación de contenidos en un mundo saturado
Este artículo analiza la tensión entre divulgación y vulgarización en la transmisión del conocimiento histórico dentro de un ecosistema mediático saturado. A partir del caso del claustro del Mas del Vent, se subraya el papel decisivo de la agenda mediática en la construcción de la relevancia pública y la limitada capacidad de la academia y la alta divulgación para generar impacto fuera de los circuitos masivos. El trabajo examina el paso de un modelo comunicativo tradicional a otro en red, caracterizado por la sobreinformación, la pérdida de profundidad, la primacía de la imagen y la fragilidad de la memoria colectiva, factores que favorecen la simplificación distorsionadora. Asimismo, aborda la influencia de la ficción y de las industrias culturales en la configuración del imaginario histórico y los retos derivados de la posverdad, la desinformación y el sesgo de confirmación. Como conclusión, se reivindican la alfabetización crítica, la responsabilidad profesional y el compromiso ciudadano para preservar una comunicación histórica rigurosa y verificable. *** This article examines the tension between public outreach and oversimplification in the dissemination of historical knowledge within a saturated media environment. Through the case study of the Mas del Vent cloister, it highlights the decisive role of media agenda-setting in shaping public awareness and the limited impact of academic and high-level outreach when detached from mass communication channels. The study analyses the shift from traditional media to a networked communication model marked by information overload, reduced depth, visual primacy, and fragile collective memory, conditions that foster the confusion between dissemination and vulgarisation. It also considers the influence of historical fiction and cultural industries in constructing popular historical imaginaries. Finally, the article addresses the challenges posed by post-truth dynamics, disinformation, and confirmation bias, advocating for critical literacy, professional responsibility, and citizen engagement to safeguard rigorous and verifiable historical communication.
Copyright (c) 2026 Mario Agudo Villanueva (Author) https://creativecommons.org/licenses/by-nc/4.0
When References Mislead: Verification, AI Attribution, and Academic Bullying in Scholarly Evaluation
This editorial introduces Volume 2, Issue 1 (2026) of AI & Antiquity, which examines the epistemic and institutional implications of artificial intelligence for Ancient Studies. Rather than adopting celebratory or alarmist positions, the issue frames AI as a negotiated space between pedagogy and research, automation and responsibility, and innovation and scholarly trust. The contributions explore AI as a cognitive mediator in the classroom, a methodological instrument in historical inquiry, and a force reshaping cultural memory, historiography, and public heritage discourse. Emphasis is placed on verification, reflexivity, and critical literacy as core scholarly competencies in AI-assisted environments. The volume also addresses emerging structural challenges, including bibliographic hallucinations, shifting editorial accountability, and the weaponisation of generative systems for reputational harm as a form of technologically mediated academic bullying. By situating these phenomena within broader frameworks of platform governance and institutional ethics, the issue advocates for methodological vigilance, transparent pedagogical practices, and shared regulatory adaptation. Structured as a progression from mediation to method and from memory to inclusion, the volume invites sustained critical engagement with AI as a transformative condition of contemporary knowledge production in Ancient Studies.
Copyright (c) 2026 Carlos Heredia Chimeno (Author) https://creativecommons.org/licenses/by-nc/4.0
Let's Chat About Archaeology: Responsible and Thoughtful Use of AI Tools in the Classroom, A Case Study
This paper discusses an introductory archaeology class assig-nment designed to promote responsible and thoughtful use of AI in the classroom. We asked the students to take on two roles: first, as academic wri-ters using AI tools, and second, as editors of writers’ work. Our assi-gnment encouraged students to think critically about how they frame their questions and how that framing influences the AI chatbot's res-ponses. It also prompted them to evaluate the responses that AI gives them and raise their awareness of the legitimacy of the information AI provides. The fact-checking component also served an additional aim for archaeologists, as the quick spread of conspiracy theories online only increases the urgency for students to be trained in identifying historical and archaeological misinformation.
Copyright (c) 2026 Yusi Liu , Daniel D'Elia, Rocco Palermo (Author) https://creativecommons.org/licenses/by-nc/4.0
Evaluating Generative AI in Historical Research: A Comparative Study on Identifying Primary Source Evidence in Ancient History
This study explores how traditional historical methods and generative AI tools compare in the identification, interpretation, and validation of primary sources in ancient history. Drawing from a dual case study approach—four case studies conducted by human historians and four by AI tools (GPT-4, Claude 2, Gemini, Perplexity)—we evaluate the epistemological strengths and limitations of each method. Using qualitative document analysis, historiographical criteria, and expert review, the study assesses source criticism, genre classification, provenance transparency, and evidentiary value. Results indicate that generative AI excels at broad content discovery and thematic synthesis but struggles with historical genre boundaries, source verification, and manuscript-based scholarship. Human researchers consistently outperform in contextual interpretation, critical chronology, and the adjudication of textual authority. We propose a human-in-the-loop framework combining digital speed with scholarly rigor, advocating for model pluralism, temporal prompting, and provenance-first protocols. This integrated methodology ensures AI contributes meaningfully to digital historiography without compromising historical standards.
Copyright (c) 2026 Raymond S. Solga, Mohammed J. Sarwar (Author) https://creativecommons.org/licenses/by-nc/4.0
De las fuentes clásicas a la Inteligencia Artificial: Notebook LM como mediador cognitivo en la enseñanza universitaria de Historia Antigua
El presente estudio analiza la utilidad de la herramienta Notebook LM, desarrollada por Google, como recurso didáctico en la enseñanza universitaria de Historia Antigua, tomando como caso de estudio la fundación de Roma. A partir de un corpus de textos grecolatinos de la editorial Gredos (Tito Livio, Dionisio de Halicarnaso, Dion Casio y Veleyo Patérculo), la investigación evalúa la capacidad de la inteligencia artificial (IA) para procesar, sintetizar y generar materiales educativos adaptados al contexto académico. El trabajo adopta una metodología experimental basada en la carga de documentos en un entorno cerrado, la configuración de un prompt orientado a la producción de contenidos universitarios y la posterior evaluación cualitativa de los resultados. Los materiales generados, resúmenes, mapas conceptuales, tarjetas didácticas, audios y vídeos evidencian que Notebook LM favorece la estructuración cognitiva y la retención del conocimiento, promoviendo un aprendizaje multimodal y activo. No obstante, se advierte una tendencia a la homogeneización del discurso histórico y una limitada sensibilidad filológica, lo que subraya la necesidad de una supervisión humana. En conjunto, la IA se revela como un instrumento complementario y mediador cognitivo, capaz de mejorar la accesibilidad y la comprensión del conocimiento histórico, sin sustituir la interpretación crítica propia de las Humanidades.
Copyright (c) 2026 Francisco Javier Catalán González (Author) https://creativecommons.org/licenses/by-nc/4.0
Reconstructing Silent Voices in Ancient Historiography: Re-reading the Shiji through an Inclusive Artificial Intelligence Lens
This article analyzes Sima Qian’s Shiji within the framework of the relationships between power, knowledge, and silence. Drawing on poststructuralist approaches, the study conceptualizes historical silence as a semantic and syntactic phenomenon formed within the internal structure of the text. The theoretical framework is developed in dialogue with the ideas of Michel Foucault, Gayatri Chakravorty Spivak, and Jacques Derrida. The research corpus focuses on juan 123 of the Shiji (“Dawan liezhuan”). The analysis employs methods such as token frequency analysis, co-occurrence analysis, and semantic clustering. Artificial intelligence–based analysis is used to identify patterns of repetition and structural linkages in the text, while the findings are substantiated through historical-philological interpretation. The results indicate that silences associated with envoys, the peoples of the Western Regions, and other peripheral subjects are not random in nature. Imbalances in agent–patient relations, the uneven distribution of active and passive verb constructions, and semantic fields clustered around jié (the symbol of envoys), zhōng (loyalty), and Hàn (the imperial center) reveal this pattern. As a result, voice is concentrated at the center, while subjects outside the center remain discursively constrained. Within the scope of the article, silence is not understood as a passive condition in historiography but rather as a discursive mechanism intrinsically linked to power relations. The convergence of digital analytical approaches and classical philological reading is discussed within the framework of critical humanities research.
Copyright (c) 2026 Samandar Ro'ziboyev (Author) https://creativecommons.org/licenses/by-nc/4.0
Inteligencia Artificial y representaciones del pasado: estrategias docentes para visibilizar la diversidad de género y sexual en las culturas antiguas
Esta aportación reflexiona sobre los desafíos y oportunidades que implica la incorporación de la Inteligencia Artificial Generativa (IAG) en la enseñanza de la Historia del Arte, con especial atención a la representación de la diversidad de género y sexual en las sociedades del pasado. A partir de una sólida trayectoria en proyectos de Innovación Docente impulsados por el Grupo Arsmaya, al que pertenecen las autoras, y centrados en la producción de materiales audiovisuales, ilustraciones científicas y actividades de divulgación, se plantea profundizar en la implementación de un enfoque crítico y transformador que cuestione los relatos hegemónicos de la Historia. Estas iniciativas, fundamentadas en metodologías participativas, han demostrado su eficacia para visibilizar aportaciones tradicionalmente marginadas y promover una mayor implicación del estudiantado en el análisis de las recreaciones históricas. En este marco, la irrupción de la IAG representa un punto de inflexión: si bien estas tecnologías ofrecen un notable potencial para recrear escenas del pasado, también reproducen con frecuencia los sesgos sexistas, occidentalistas y normativos presentes en los repositorios digitales que las alimentan. Ante esta realidad, el artículo propone una estrategia educativa orientada a formar al alumnado en el uso crítico y consciente de estas herramientas. El objetivo es que puedan identificar sus limitaciones, explorar sus posibilidades creativas y generar representaciones alternativas más inclusivas y rigurosas. En última instancia, se busca promover una alfabetización visual crítica, ética y contextualizada, que contribuya a reimaginar el pasado desde una perspectiva plural y comprometida con los retos del presente. *** This contribution reflects on the challenges and opportunities involved in incorporating Generative Artificial Intelligence (GAI) into the teaching of Art History, with particular attention to the representation of gender and sexual diversity in past societies. Drawing on a solid track record of Teaching Innovation projects led by the Arsmaya Group, to which the authors belong, and focused on the production of audiovisual materials, scientific illustrations, and outreach activities, the article proposes to deepen the implementation of a critical and transformative approach that questions hegemonic historical narratives. These initiatives, grounded in participatory methodologies, have proven effective in making traditionally marginalized contributions visible and in fostering greater student engagement with the analysis of historical recreations. Within this framework, the emergence of GAI represents a turning point: although these technologies offer notable potential for visualizing the past, they often reproduce sexist, Western-dominant, and normative biases present in the digital repositories from which they draw. In response to this situation, the article proposes an educational strategy aimed at training students in the critical and conscious use of these tools. The objective is to enable them to identify the limitations of such technologies, explore their creative possibilities, and produce alternative representations that are more inclusive and rigorous. Ultimately, the aim is to promote a critical, ethical, and context-aware visual literacy that contributes to reimagining the past from a pluralistic perspective committed to contemporary challenges.
Copyright (c) 2025 Cristina Vidal Lorenzo, Mireia López-Betran, Mª Luisa Vázquez de Ágredos-Pascual, Patricia Horcajada Campos, Núria Feliu Beltrán, Esther Parpal Cabanes, Vanesa García López de Andújar (Author) https://creativecommons.org/licenses/by-nc/4.0
AI Applications for Ancient Art History Education
Recent global surveys (Chegg, 2025; Freeman, 2025) indicate that the vast majority of undergraduates already use generative AI (GenAI) to support their studies, and many want structured, ethical guidance from their institutions. This paper responds from the perspective of ancient art history education. First, it presents a case study of an interdisciplinary course (AI & Us, Arkansas State University, Spring 2024) co-taught by faculty in art history, philosophy, and graphic design, arguing that expert-led, cross-disciplinary framing is decisive for cultivating AI literacy and critical engagement. Second, it proposes classroom applications tailored to ancient art history at different levels: (a) a reverse prompt-engineering exercise that develops recognition and visual-analysis skills using AI-generated images as objects of inquiry; and (b) prompt-driven discussions that surface dataset bias and strengthen students’ search and source-evaluation practices. The activities go beyond prompt engineering alone and are designed to promote reflective, ethical, and academically rigorous uses of GenAI in both classroom learning and research.
Copyright (c) 2025 Caitlan Smith (Author) https://creativecommons.org/licenses/by-nc/4.0
Cicerón en el aula digital: IA y la oratoria clásica como herramienta didáctica
La integración de la inteligencia artificial (IA) en la enseñanza está transformando el aprendizaje histórico. Esta propuesta explora el uso innovador de la oratoria romana, centrada en Cicerón, en entornos digitales apoyados por IA. Lejos de concebir la Historia Antigua como contenido estático, se propone una metodología activa y crítica en la que los estudiantes interactúan con discursos clásicos mediante simulaciones, chatbots, análisis estilísticos y generación automatizada de textos. La IA permite recrear debates del Senado, dialogar con figuras como un “Cicerón virtual” o una “Hortensia virtual”, y elaborar discursos actuales según principios de la retórica clásica. Estas prácticas promueven la reflexión sobre el poder del lenguaje, la persuasión y los riesgos de manipulación en entornos digitales. El análisis comparado de textos clásicos y producciones generadas por IA dota al alumnado de herramientas para identificar sesgos, estructuras retóricas y estrategias de credibilidad. La propuesta favorece la interdisciplinariedad entre Historia, Filosofía, Lengua y la asignatura de Ciudadanía, fortaleciendo un enfoque integral del conocimiento. Está dirigida tanto a la educación secundaria como universitaria, y defiende una pedagogía orientada al pensamiento crítico y la ciudadanía digital. A través del uso responsable de tecnologías emergentes, los clásicos se revalorizan como recursos vivos que conectan el pasado con los retos contemporáneos. Así, Cicerón deja de ser solo una figura histórica y se convierte en un interlocutor activo que contribuye a formar estudiantes más críticos, conscientes y capaces de interpretar su realidad. *** Abstract — The integration of artificial intelligence (AI) into education is reshaping the learning of history. This proposal explores an innovative approach to Roman oratory—centred on the figure of Cicero—within AI-supported digital environments. Rather than treating Ancient History as static content, it advocates for an active, critical methodology whereby students engage with classical speeches through simulations, chatbots, stylistic analysis, and automated text generation. AI tools enable the recreation of Senate debates, dialogue with virtual figures such as "Virtual Cicero" or "Virtual Hortensia", and the composition of contemporary speeches based on classical rhetorical principles. These practices encourage reflection on the power of language, the construction of persuasion, and the potential for manipulation in digital contexts. By comparing classical texts with AI-generated outputs, students develop skills to identify bias, rhetorical structure, and credibility strategies. The proposal fosters interdisciplinarity across History, Philosophy, Language and the subject of Citizenship, supporting a holistic approach to knowledge. It targets both secondary and higher education and promotes a pedagogy rooted in critical thinking and digital citizenship. Through the responsible use of emerging technologies, classical texts are revitalised as dynamic resources capable of bridging the Roman past with today’s communicative challenges. Cicero thus becomes not merely a historical figure but an active interlocutor in the educational process, helping to shape more critical, aware, and reflective students.
Copyright (c) 2025 Marco Almansa Fernández (Author) https://creativecommons.org/licenses/by-nc/4.0
Navigating the Fog: The Effectiveness of Personalised Conversational GenAI Models for Supporting Ancient Language Learning
Hallucinations (misleading, inaccurate predicted text presented as fact) are a critical problem for using generative artificial intelligence (GenAI) tools to support ancient language teaching and learning. For a teacher, significant editing time is required to correct any inaccuracies or misrepresentations prior to making use of AI-generated content to support their teaching practice. For students, these convincing errors may not be recognised, and this may lead to misconceptions in their knowledge formation. OpenAI and Google released public-facing, customizable conversational AI models which allow users to upload their own datasets to create personalised AI chat agents, known as GPTs (2023) and Gems (2024) respectively. This presents an opportunity for teachers to personalize their own models to streamline their students’ experiences. However, can personalised conversational AI tools provide a fine-tuned experience that reduces the major, problematic ancient history and ancient language hallucinations that we see in standard ChatGPT and Gemini outputs? This paper discusses the creation of a personalised Latin Tutor GPT and Gem through the development of a series of exhaustive Latin vocabulary spreadsheets. We tested these personalised tools against their standard GenAI counterpart to determine if personalisation improved their efficacy and efficiency for supporting ancient language learning. The development of the spreadsheets and testing process both closely addressed current GenAI ethical issues, including copyright, environmental impact, and content restrictions. The results of these tests found that personalised GPTs and Gems made small efficacy and efficiency improvements, but the time and energy required greatly outweighed the results.
Copyright (c) 2025 Edward A. S. Ross, Jackie Baines (Author) https://creativecommons.org/licenses/by-nc/4.0
Grècia viral: Xarxes Socials i divulgació en l’ensenyament de la història de Grècia
En aquesta època en què l’omnipresent IA ha canviat les regles del joc, el professorat ens veiem obligats a buscar noves fórmules per avaluar el nostre alumnat. Per aquest motiu, en afrontar l’organització del curs passat de l’assignatura Història de Grècia (UAB), es va introduir com a exercici avaluable la creació de contingut divulgatiu pensat per a xarxes sobre la matèria. L’alumnat disposava de total llibertat per triar el tema i el format (vídeo per a TikTok o YouTube, pòdcast i altres). L’avaluació es va fixar en dos aspectes principals: contingut i adequació al format, aspectes no gaire distints dels que s’avaluen habitualment en un treball a l’ús. A més, es premiava l’originalitat i es demanava un guió per tal de poder ponderar la idea amb l’execució (perquè, al cap i a la fi, no són estudiants de comunicació audiovisual). En aquest article, exposarem els resultats d’aquest exercici docent i reflexionarem entorn d’aquests resultats. Ens fixarem en els temes i formats escollits, en l’enfocament i llenguatges utilitzats, en les dificultats detectades i altres punts d’interès docent. Finalment, farem una valoració final del valor pedagògic d’aquest tipus d’exercicis, així com aspectes a millorar o a tenir en compte a l’hora de plantejar-los. *** As omnipresent AI reshapes academic practice, instructors must adopt new approaches to assessment. In the History of Greece course (UAB), I introduced an evaluated assignment focused on producing public-facing content for social media about Ancient Greece. Students freely chose both topic and format (e.g., TikTok/YouTube videos, podcasts). Evaluation emphasized two dimensions: (1) accuracy and substance, and (2) adherence to the conventions of the chosen format. Originality was rewarded, and a script was required so the concept could be assessed independently of technical execution. This paper reports the outcomes of the activity and reflects on topic and format choices, rhetorical strategies, detected difficulties, and other pedagogical insights. I conclude by evaluating its teaching value and outlining improvements for future iterations.
Copyright (c) 2025 Marc Mendoza (Author) https://creativecommons.org/licenses/by-nc/4.0
Tecnologías emergentes aplicadas a la enseñanza de la Historia Antigua: una propuesta metodológica basada en IA generativa y modelos 3D
Este artículo presenta una propuesta de innovación docente en el ámbito universitario de la Historia Antigua basada en la integración de inteligencia artificial (IA) generativa y modelos tridimensionales. Inspirado en la didáctica del objeto, el proyecto combina el análisis crítico de fuentes arqueológicas, epigráficas y literarias con el uso de herramientas tecnológicas para fomentar un aprendizaje activo y reflexivo. Se describe el diseño metodológico de una experiencia centrada en el estudio de un rostrum procedente de una embarcación romana, a partir del cual se articulan actividades de interpretación histórica, simulación táctica y análisis material. Los resultados muestran un incremento notable en la motivación y atención del alumnado, una mejora en la adquisición de competencias críticas y digitales y una mayor comprensión y retención del temario impartido en el aula. Este enfoque confirma el valor pedagógico de combinar materialidad, tecnología y pensamiento histórico. *** This article presents a teaching innovation proposal in the field of Ancient History, based on the integration of generative artificial intelligence and three-dimensional models. Inspired by object-based learning, the project combines the critical analysis of archaeological, epigraphic, and literary sources with the use of technological tools to foster active and reflective learning. The paper describes the methodological design of a learning experience centred on the study of a rostrum from a Roman ship, around which a set of interpretive, material, and tactical activities is structured. Results indicate a significant increase in student motivation and attention, improvements in the acquisition of critical and digital competencies, and a deeper appropriation of historical knowledge. This approach confirms the pedagogical value of combining materiality, technology, and a greater understanding and retention of the content taught in class.
Copyright (c) 2025 Gerard Cabezas Guzmán, Anna Rovira Marcelino (Author) https://creativecommons.org/licenses/by-nc/4.0
Opening the Conversation: Rethinking How We Teach Antiquity in the Age of AI
This editorial introduces the inaugural issue of AI & Antiquity: Journal of Teaching and Technology in Ancient Studies, situating the project within the broader debates on artificial intelligence and higher education. Far from conceiving AI as a threat, the journal embraces it as an opportunity to rethink the purposes and methods of teaching Ancient History. Traditional lecture-based models have proved increasingly inadequate for diverse and digitally immersed student populations, while absenteeism and disengagement reveal a widening gap between outdated pedagogies and contemporary learning needs. Against this backdrop, the journal advocates for inclusive, participatory, and critical approaches, integrating emerging technologies with active and experiential learning. By addressing neurodiversity, digital literacy, and the ethical use of generative AI, AI & Antiquity seeks to open new spaces for dialogue, collaboration, and innovation. The issue highlights both pioneering pedagogical experiments and broader reflections that aim to transform the teaching of the ancient world in the 21st century.
Copyright (c) 2025 Carlos Heredia Chimeno (Author) https://creativecommons.org/licenses/by-nc/4.0
Epigrafía Digital e Inteligencia Artificial: preguntas y respuestas de una experiencia docente
En este artículo se plantean las acciones llevadas a cabo desde el curso 2022-2023 hasta el 2024-2025 con el alumnado de los grados de Historia y Arqueología en diferentes universidades españolas en prácticas relacionadas con la Epigrafía Digital. El punto de partida está marcado por la escasez de sesiones de aula disponibles y el desconocimiento por parte del alumnado tanto de lenguas antiguas como de convenciones epigráficas. El objetivo es alcanzar el uso operativo de las principales bases de datos de epigrafía digital griega y latina. En ese sentido, la aparición de la IA ha actuado como catalizador para gestionar su uso en la docencia. En primer lugar, se han individualizado sus posibilidades y se ha contrastado con el uso del alumnado universitario de grado y máster. En lugar de demonizar su uso, ha sido adaptado para solventar las lagunas existentes y ofrecer un aprendizaje significativo en Epigrafía. El principal resultado de este estudio es su aplicabilidad a coste cero, así como un estudio de las malas prácticas, casi siempre no intencionales, en el ámbito de la Epigrafía Digital por parte del alumnado y la posibilidad de corregirlas con ayuda del docente. *** This article outlines the actions undertaken from the academic year 2022-2023 to 2024-2025 with students pursuing degrees in History and Archaeology across various Spanish universities, focusing on digital epigraphy practices. Starting from a challenging baseline—limited instructional hours and students' lack of prior knowledge of ancient languages and epigraphic conventions—the aim has been to facilitate operational use of key digital epigraphy databases. In this regard, the emergence of AI has served as a catalytic element in managing its application within teaching. Initially, its potential was assessed on an individual basis and subsequently contrasted with its utilization by university students. Rather than demonizing its use, AI has been adapted to address existing gaps and promote meaningful learning. The primary outcome of this study is its zero-cost applicability, along with an analysis of unconscious malpractice in digital epigraphy among students and the potential for corrective measures with instructor guidance.
Copyright (c) 2025 Cristina de la Escosura Balbás, Elena Duce Pastor (Author) https://creativecommons.org/licenses/by-nc/4.0
Hacer eterna a Roma: la divulgación como viaje compartido
Este artículo analiza la divulgación histórica en formato podcast a partir de la experiencia del proyecto Roma Aeterna, situándolo en el contexto de la economía de la atención y la primacía de lo visual en el ecosistema digital. Se defiende la narrativa sonora como un espacio de profundidad analítica y co-creación imaginativa que favorece la comprensión contextual y la retención del conocimiento histórico. El texto examina los desafíos metodológicos de trasladar el rigor historiográfico al lenguaje divulgativo, incluyendo la gestión de la incertidumbre de las fuentes, la confrontación con imaginarios populares y las tensiones entre veracidad y espectacularización, especialmente ante el uso de imágenes generadas por IA. Asimismo, se aborda la sostenibilidad del modelo basado en mecenazgo y la construcción de comunidades de aprendizaje que conectan el consumo digital con la experiencia patrimonial y la lectura académica. Se concluye que el podcast puede funcionar como un puente de alfabetización histórica y como un medio eficaz para mantener viva la memoria del pasado mediante una divulgación rigurosa, contextualizada y participativa. *** This article examines historical podcasting as a form of public outreach through the case study of Roma Aeterna, situating it within the attention economy and the dominance of visual media in the digital ecosystem. It argues that audio storytelling enables analytical depth and imaginative co-creation, fostering contextual understanding and long-term retention of historical knowledge. The study explores the methodological challenges of translating historiographical rigor into accessible narrative, including the communication of source uncertainty, the dismantling of popular historical imaginaries, and the ethical tensions between accuracy and visual spectacularization, particularly in relation to AI-generated imagery. It also discusses the sustainability of a patronage-based model and the role of community building in linking digital consumption with heritage experiences and academic reading. The article concludes that podcasting can act as a bridge for historical literacy and as an effective medium for keeping the past alive through rigorous, contextualized, and participatory dissemination.
Copyright (c) 2026 Iban Martín Prado (Author) https://creativecommons.org/licenses/by-nc/4.0
Algorithmic Memory: Towards Reflexive Authenticity in Cultural Heritage
Artificial intelligence is reshaping cultural heritage not only as a technological instrument of preservation but as a philosophical framework that transforms how the past is remembered, interpreted, and curated. Through text reconstruction, corpus analysis, and language restoration, AI expands the analytical and participatory capacities of digital heritage while simultaneously challenging established epistemologies of authenticity and authority (Jones et al., 2021; Floridi, 2019). This article proposes the Reflexive Authenticity Framework, an ethical and methodological model that redefines authenticity as transparency and curatorial authority as participatory rather than hierarchical. Grounded in algorithmic literacy, inclusive governance, and ethical auditing (UNESCO, 2021), the framework promotes epistemic integrity in AI-mediated heritage environments. Case studies including Europeana, the Perseus Digital Library, and Mukurtu CMS illustrate forms of human–machine co-authorship that generate hybrid cultural memory. At the same time, the article identifies the risk of epistemic drift, whereby unverified synthetic narratives circulate faster than critical validation, underscoring the need for reflexive verification practices in digital historiography.
Copyright (c) 2026 Menna Salah (Author) https://creativecommons.org/licenses/by-nc/4.0
Divulgar en femenino. Desde la historia de las mujeres a ser divulgadora en redes
Este artículo analiza el desarrollo de la historia de las mujeres y de género en el marco de una historiografía tradicionalmente masculinizada y su proyección hacia la divulgación pública. Examina la persistencia de relatos androcéntricos en museos, medios y cultura popular, así como las resistencias que estas perspectivas generan, a menudo calificadas como ideológicas o “woke”. Asimismo, estudia el papel de la desinformación, los imaginarios históricos mitificados y la apropiación política del mundo clásico —especialmente por movimientos identitarios y de extrema derecha— en la consolidación de modelos excluyentes y militarizados del pasado. El trabajo presta especial atención a las dinámicas de género en la historia pública y en los entornos digitales, incluyendo el acoso en línea, el gendertrolling, el mansplaining y la marginación estructural de historiadoras y voces LGTBIQ+. Aunque reconoce avances recientes en el ámbito académico, museográfico y divulgativo, subraya los costes personales y profesionales que aún afrontan las divulgadoras. Como conclusión, se reivindican la alfabetización crítica, el apoyo institucional y la creación de redes colaborativas para garantizar una comunicación histórica inclusiva, rigurosa y segura. *** This article examines the development of women’s and gender history within a traditionally masculinised historiography and its transition from academic research to public dissemination. It analyses the persistence of androcentric narratives in museums, media, and popular culture, as well as the resistance these perspectives face, often framed as ideological or “woke” interventions. The study explores how misinformation, mythified historical imaginaries, and the political appropriation of the classical past—particularly by far-right and identitarian movements—reinforce exclusionary and militarised models of history. Special attention is given to the gendered dynamics of public history and digital outreach, including online harassment, gendertrolling, mansplaining, and the structural marginalisation of female scholars and LGBTQIA+ voices. While acknowledging recent advances in academic recognition, museography, and diverse dissemination formats, the article highlights the ongoing personal and professional costs borne by women historians. It concludes by advocating for critical literacy, institutional support, and collaborative networks to ensure inclusive, rigorous, and safe historical communication.
Copyright (c) 2025 AI & Antiquity https://creativecommons.org/licenses/by-nc/4.0