Artificial Intelligence-Assisted Translation in Education: Academic Perspectives and Student Approaches
Abstract
Although artificial intelligence is present in many areas of life, making life easier, it also necessitates the updating of certain professions or curriculum of university departments. In this regard, it is considered important to determine how AI-based translation tools will specifically affect translation studies and to gather the opinions of students and faculty members in these departments. This study aims to examine the opinions of Translation and Interpreting Department students and faculty members on the use of artificial intelligence in translation studies. The research was conducted with 7 faculty members, 1 translation expert, and 15 final-year students at a foundation university. Data were collected through semi-structured interview forms and evaluated using content analysis. Students expressed concerns that artificial intelligence will reduce job opportunities in the profession. They also believe that the use of AI weakens memory and leads to laziness. Some students have noted that AI undermines and weakens the teacher-student relationship. Faculty members, on the other hand, think that AI will redefine the translator’s roles in the profession and provide significant support. Whilst the students advocate for the inclusion of AI in post-graduate professional life rather than in undergraduate education and support it with extracurricular activities, the faculty members underline the need to increase the integration of AI into translation studies education, provide in-service training, and expedite curriculum development studies. These results highlight different perspectives on the use of artificial intelligence in the field of translation studies and suggest recommendations that could contribute to the curriculum of translation departments.
Keywords
Generative Artificial Intelligence (GAI) technologies, Translation Studies., Higher Education
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