Teaching and Learning Classics at the University Level - volume 1

Every so often, a project arrives that feels perfectly timed for the moment we find ourselves in. Alberto Regagliolo’s Teaching and Learning Classics at the University Level is exactly that kind of intervention: ambitious in scale, forward‑looking, and deeply committed to the future of our discipline.

At first glance, producing four volumes on university‑level Classics teaching might seem counterintuitive in an era when public attention is fixed on the present and anxieties about the future dominate educational debate. But this is precisely the point. Regagliolo and his contributors take seriously the challenge of explaining why the ancient world still matters, and how we can teach it in ways that resonate with today’s students.

What makes the collection so valuable is its breadth. Scholars from across Europe and beyond bring together practical teaching experience, methodological reflection and disciplinary insight. The topics range widely: Greek and Latin pedagogy, ancient literature and culture, material evidence, digital humanities, and the evolving landscape of university teaching. The result is a panoramic view of the field as it is being reshaped right now.

For academics and teachers, the value is clear. These essays display the diversity of approaches currently energising Classics: innovative language teaching, new models of assessment, digital tools that genuinely enhance learning, and thoughtful reflections on inclusivity and accessibility. They also raise the bigger questions we all grapple with: What does it mean to teach antiquity in the twenty‑first century? How do we balance tradition with innovation? How do we ensure that our classrooms remain intellectually rigorous, socially relevant, and open to all?

Yes - and I have a chapter in the volume on the teaching of secondary school teachers at university. It's based on my experience built up over 30 years as a secondary school teacher of Classics, nearly 10 as a mentor for student teachers and 18 years as a subject lecturer and Prof of Classics Education at the University of Cambridge, and it draws on classroom observations and recommendations from that period.