ARTIFICIAL INTELLIGENCE IN TRANSLATION EDUCATION: STUDENTS’ PEDAGOGICAL STANCES
Keywords:
artificial intelligence, translation studies, translator education, student perceptions, professional identityAbstract
This article examines the ongoing shifts within the pedagogical landscape of translation education amidst the widespread adoption of Generative Artificial Intelligence (GenAI). The active integration of tools such as ChatGPT, DeepL, and Google Translate into the learning process raises critical questions regarding students’ pedagogical perspectives on these technologies, their perception of them as educational aids, and their attitudes toward utilizing GenAI in translation tasks and evaluates how these technologies influence their future professional training and identity as translators. 145 undergraduate students enrolled in the “Translation Studies” program at a university in Kazakhstan participated in the study. Participants’ knowledge of GenAI tools, their reasons for using them, and their ethical viewpoints were assessed by a 16-item survey that was distributed using the Google Forms platform. Descriptive statistical techniques were used to examine the gathered data, emphasizing percentages and frequency, while qualitative responses to one open-ended question were analyzed using content analysis. According to the results, the most widely used platforms are ChatGPT and Google Translate, which are mostly used for terminology searches, sentence translation, and paraphrasing. The majority of respondents view AI as an additional resource rather than a substitute for human translators, despite their concerns about an excessive reliance on automated systems and its potential effects on future employment. The study also shows that AI literacy and the ethical use of technology are not adequately covered in the present translation curriculum.
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