Teaching Latin, inclusion, and Artificial Intelligence: what do teachers think?

Abstract

Latin teaching has historically been shaped by predominantly linear and transmissive methodological models, which often prove insufficient in addressing the increasing heterogeneity of contemporary educational contexts. The emergence of Artificial Intelligence (AI) opens new perspectives for disciplinary didactics, particularly with regard to personalization, inclusion, and the deconstruction of traditional didactic linearities. This paper examines upper secondary school Latin teachers’ perceptions of the potential benefits and critical issues associated with the use of AI in Latin teaching. An exploratory study was conducted through a semi-structured online questionnaire administered to a voluntary group of in-service Latin teachers, including multiple-choice questions, Likert-scale items, and open-ended responses. Quantitative data were analyzed descriptively, while qualitative data were examined through Reflective Thematic Analysis. The findings reveal the persistent centrality of grammatical-deductive approaches and a still limited adoption of AI-based tools, accompanied by cautious attitudes toward their integration into teaching practices. At the same time, teachers acknowledge AI’s significant potential in terms of personalization, accessibility, and student engagement, alongside concerns related to cognitive delegation and the lack of specific training for both teachers and students.