This study investigated the pedagogical potential of Antigone by Sophocles in fostering civic responsibility among literature students. While Greek tragedy is often taught for its aesthetic, historical, and formal literary value, its relevance to civic and ethical development remains underexplored in the classroom. Adopting a qualitative classroom-based design, the study engaged literature students in focused activities that encouraged interpretive on civic themes such as justice, authority, and public duty. Data were collected through reflective journals, structured classroom discussions, and interpretive essays developed during a long-week unit on Antigone. Thematic analysis revealed that students not only showed deeper comprehension of the play's ethical conflicts but also articulated nuanced understandings of civic responsibility as it applies to contemporary socio-political realities. Notably, students connected tragic conflict to modern issues such as governance, moral leadership, and social justice. Findings suggest that Greek tragedy can be an effective pedagogical resource for promoting civic awareness and ethical reasoning in literature education, supporting broader goals of democratic engagement and humanistic learning. By engaging with moral tensions presented in Antigone, students developed a greater understanding of the responsibilities of individuals within a political community. The study proposes a contextual pedagogical framework that integrates civic reflection into the teaching of classical texts, highlighting literature's role in shaping socially responsive and critically engaged graduates capable of understanding complex moral landscapes. In addition, the study highlights the relevance of classical literature in contemporary higher education.

Authors:
Chona Adlawan, University of Eastern Philippines, Philippines

About the Presenter(s)
Dr. Adlawan is actively engaged in scholarly pursuits, presenting research papers at both local and international conferences. Her research interests primarily focus on literary analysis and language pedagogy.

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