Carlos Heredia Chimeno
Universitat Autònoma de Barcelona, Ancient History, Ancient Historian and Digital Humanities Researcher | UAB · UOC | Former JSPS Fellow (Kyoto) | Editor-in-Chief, AI & Antiquity
I am a digital humanist and historian working at the intersection of Information Science, Generative AI, and Ancient History. My research integrates computational and AI-driven methodologies with historical inquiry, focusing on the transformation of historical documentation, knowledge organization, and digital research practices.
My work is structured around two main areas. The first concerns Digital Humanities and Inclusive Pedagogy, with a focus on AI literacy, cognitive accessibility, and inclusive educational design for neurodivergent learners in higher education. I am the Principal Investigator of competitive educational innovation projects, founder of the Center for Innovation in Ancient Worlds (CIAW), and Editor-in-Chief of AI & Antiquity: Journal of Teaching and Technology in Ancient Studies.
The second area focuses on the history of the Late Roman Republic, particularly the Social War and the Cinnan regime (87–84 BCE). My research examines political violence, legal transformation, and narratives of republican decline, forming the basis of my forthcoming monograph Cinna’s Rome: Law, Violence and the Emotional Collapse of the Roman Republic (Routledge, 2027).
I received my PhD in Ancient History from the Universitat Autònoma de Barcelona (2017) and was a JSPS Postdoctoral Fellow at Kyoto University (2018–2020). I am accredited as Professor Agregat (AQU) and Profesor Ayudante Doctor (ANECA), and currently teach at the Universitat Autònoma de Barcelona, the Universitat Oberta de Catalunya, and ENTI–Universitat de Barcelona.
My work is structured around two main areas. The first concerns Digital Humanities and Inclusive Pedagogy, with a focus on AI literacy, cognitive accessibility, and inclusive educational design for neurodivergent learners in higher education. I am the Principal Investigator of competitive educational innovation projects, founder of the Center for Innovation in Ancient Worlds (CIAW), and Editor-in-Chief of AI & Antiquity: Journal of Teaching and Technology in Ancient Studies.
The second area focuses on the history of the Late Roman Republic, particularly the Social War and the Cinnan regime (87–84 BCE). My research examines political violence, legal transformation, and narratives of republican decline, forming the basis of my forthcoming monograph Cinna’s Rome: Law, Violence and the Emotional Collapse of the Roman Republic (Routledge, 2027).
I received my PhD in Ancient History from the Universitat Autònoma de Barcelona (2017) and was a JSPS Postdoctoral Fellow at Kyoto University (2018–2020). I am accredited as Professor Agregat (AQU) and Profesor Ayudante Doctor (ANECA), and currently teach at the Universitat Autònoma de Barcelona, the Universitat Oberta de Catalunya, and ENTI–Universitat de Barcelona.
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Research Highlights by Carlos Heredia Chimeno
Under contract with Routledge and forthcoming in 2027.
Our aim, in this context, is to analyze how Plutarch portrays the historical moment, seeking to understand the extent to which he emphasizes the existing decline. To this end, we will examine all the passages related to Marcus Aemilius Lepidus, with the goal of developing a new reading that allows us to understand his interpretative positioning.
relate, one of the most significant. This article seeks to reflect on his interpretation, defending the hypothesis that he collects a hostile vision regarding the system, of which he detects a strong transgression, perpetuating a decline-narrative and considering Sulla’s attack an under-standable step to achieve the end of the στάσις.
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Digital Humanities & Ancient Studies by Carlos Heredia Chimeno
My contribution, Forgotten Voices in Antiquity: Inclusive Teaching and Critical Thinking in Times of Artificial Intelligence, explores how the teaching of the ancient world can incorporate more inclusive perspectives while encouraging critical reflection on the role of AI in contemporary education.
The panel will conclude with an open discussion on how innovation in teaching can contribute to more transformative, participatory, and reflective learning 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.
The contributions gathered here examine AI as a cognitive mediator in the classroom, as a methodological tool in historical research, and as a force shaping cultural memory and historiographical inclusion. From practical case studies on responsible classroom implementation to comparative evaluations of generative AI in primary source analysis, the issue foregrounds verification, reflexivity, and critical literacy as core scholarly competencies. It also expands the debate toward public history and heritage discourse, asking how algorithmic systems influence representation, authority, and the recovery of historically marginalised voices.
Particular attention is given to emerging structural challenges, including bibliographic hallucinations, the transformation of editorial responsibility in AI-assisted academic environments, and the weaponisation of generative systems for reputational harm. The volume addresses the use of AI-generated content to fabricate citations, misattribute authorship, or produce defamatory narratives about scholars as a form of academic bullying that operates through technological mediation. Rather than treating such practices solely as individual misconduct, the issue situates them within broader questions of platform governance, verification protocols, and institutional accountability.
Rather than framing technological irregularities as moral failures, this volume advocates for shared institutional adaptation, methodological vigilance, transparent pedagogical practice, and clear ethical frameworks capable of responding to both epistemic and interpersonal risks introduced by AI.
Structured as a coherent itinerary—from mediation to method, from method to memory, and from memory to inclusion—Volume 2, Issue 1 invites scholars, educators, and institutions to engage critically with AI not as a peripheral tool, but as a transformative condition of contemporary knowledge production in Ancient Studies.