Volume 2, Issue 2 (2026) of AI & Antiquity, devoted to “Neurodiversity and Antiquity,” explores how Ancient Studies can move from a model centred primarily on individual accommodation towards more inclusive forms of educational design. Its contributions examine the intellectual strengths associated with neurodivergence, the experiences of neurodivergent educators, the reduction of barriers in tutorials and online learning environments, and alternative ways of structuring assessment without lowering academic standards. A central argument running through the issue is that inclusion does not mean making learning easier, but distinguishing more carefully between the disciplinary competences that must remain constant and the pedagogical conventions that can legitimately vary. The issue is dedicated to all neurodivergent people, whose experiences and perspectives enrich how we teach and understand the world.

The issue also connects these questions with the critical use of digital technologies and artificial intelligence. Several contributions show how AI can become an object of historical and pedagogical analysis rather than simply a tool to be adopted or prohibited, and how meaningful AI literacy depends on foundational skills such as critical reading, source evaluation, error detection, and argumentation. The three book reviews extend these concerns to digital competence in higher education, student attendance and participation, and the educational effects of Discovery Tour: Ancient Greece, reinforcing a common principle: educational innovation has value when it demonstrably supports learning, accessibility, and critical judgement.

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