Abstract:

The teaching of Latin in modern educational environments requires the integration of innovative pedagogical approaches that go beyond traditional memorization of grammatical rules such as declinatio and conjugatio. The aim of this study is to analyze and compare contemporary methods used in Latin instruction, including the communicative approach, task-based learning, project-based learning, and the lexical approach, with a particular focus on their effectiveness in developing professional competence in fields such as medicine, where mastery of terminologia medica, nomen substantivum, and verbum is essential. The relevance of this research lies in the growing demand for Latin-based terminology in higher medical and linguistic education, as well as the need to enhance student engagement and motivation. Each method is examined through its pedagogical principles, cognitive impact, and potential for integrating authentic Latin expressions (e.g., Corpus humanum, Diagnosis differens, Therapia intensiva) within contextualized learning tasks. The findings demonstrate that a blended methodological model, which combines structured grammar instruction with interactive, task-oriented activities, significantly improves lexical retention, critical thinking, and communicative application of Latin in professional discourse. This study contributes to the development of modern Latin pedagogy and offers practical recommendations for educators seeking to align classical language instruction with 21st-century educational standards.