Review article

https://doi.org/10.47960/2303-7431.20.34.2025.129

PERSPECTIVES OF CLASSICAL PHILOLOGY IN THE CONTEXT OF THE BOLOGNA REFORM AND QUALITY STANDARDS IN HIGHER EDUCATION

Luciana Boban ; University of Mostar, Faculty of Humanities and Social Sciences *
Josip Grubeša ; University of Mostar, Faculty of Humanities and Social Sciences
Jelena Jurčić orcid.org/0000-0003-4601-2544 ; University of Mostar, Faculty of Humanities and Social Sciences

* Corresponding author.

Abstract

Considering the importance of higher education for the development of all scientific disciplines, especially in the context of the higher education reform known as the Bologna Reform, it is surprising that there are no studies addressing classical philology in relation to higher education, and that this topic is generally not of interest to classical philologists. This paper analyzes the extent to which the fundamental elements of the reform influence the development of competencies in classical philologists, and thus classical philology as a whole, through two indicators: the level of regulation of the profession (using as an example the document Subject Benchmark Statement: Classics and Ancient History (including Byzantine Studies and Modern Greek)), and the method of monitoring the learning outcomes achievement (using as an example the Latin Language and Roman Literature - double-major study programme, undergraduate university study programme, at the Faculty of Humanities and Social Sciences, University of Mostar). The core documents of the Bologna Reform are the European Qualifications Framework (EQF), whose elements serve as prerequisites for regulating professions, and the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG), which, among other things, define quality standards for higher education institutions and their study programmes across the entire European Higher Education Area (EHEA). Since the emphasis is placed on the competencies of future professionals – classical philologists, i.e., current students of classical philology – this analysis draws from the ESG only those standards that are related to student assessment and the monitoring of the defined learning outcomes achievement.

Keywords

competencies of classical philologists; Bologna Reform; assessment standards; learning outcomes; Subject Benchmark Statement; University of Mostar

Hrčak ID:

341987

URI

https://hrcak.srce.hr/341987

Publication date:

15.12.2025.

Article data in other languages: croatian

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