Cultivating students’ critical thinking in the teaching of Ancient Greek in secondary education

The teaching of Ancient Greek texts presents a unique opportunity to cultivate students’ critical thinking by encouraging deep analysis and interpretative engagement. Nevertheless, the instruction of Ancient Greek texts often remains formalistic and exam-oriented, emphasising grammatical and syntactical analysis at the expense of critical exploration and textual appreciation. This approach limits students’ ability to explore the deeper meanings and timeless messages embedded in these texts. This study proposes a teaching methodology that, within the Greek educational context, moves beyond a language-centred approach, integrating interpretative and extratextual elements to promote holistic, critical engagement with Ancient Greek texts. Classical texts should be approached not only as linguistic structures but also as dynamic systems reflecting the society that created them, allowing students to develop a deeper understanding of both antiquity and the modern world. By emphasising reflective inquiry and meaningful exploration, this methodology enhances students’ analytical skills while making the learning process more engaging. Ultimately, this approach reinforces the role of students as critical thinkers, equipping them with essential cognitive tools for academic and professional success.