AI 시대 전문 번역 교육에 대한 한영 번역 전공 교수자와 학습자의 인식 비교
A comparative study of perspectives on translation education in the age of artificial intelligence: Interviews with faculty members and graduate students specializing in Korean-English translation
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The rapid advancement of AI and its expanding application in translation are bringing profound changes to translation education. However, the perspectives of instructors and learners, particularly those engaged in the professional translation training, remain underexplored in this shifting landscape. This qualitative study investigates their experiences in the evolving translation environment and their perceptions of translation education in the AI era through semi-structured interviews. The findings reveal that both groups acknowledge AI as a major force reshaping the field, while differing in their views on its implications for human translators and translator training. Learners tended to feel more intimidated by AI and often underestimated the human advantage in translation. Both groups, however, agreed that the ability to translate manually without AI support remains a fundamental prerequisite for translator training. Yet, they diverged in their views on pedagogy: Instructors emphasized text-based analysis supported by AI tools, whereas learners preferred more practical, hands-on training. This gap highlights the need for pedagogical models that integrate both perspectives, ensuring that translation education remains grounded in core translation skills while also reflecting learners’ demand for AI-supported practical training.
Abstract
The rapid advancement of AI and its expanding application in translation are bringing profound changes to translation education. However, the perspectives of instructors and learners, particularly those engaged in the professional translation training, remain underexplored in this shifting landscape. This qualitative study investigates their experiences in the evolving translation environment and their perceptions of translation education in the AI era through semi-structured interviews. The findings reveal that both groups acknowledge AI as a major force reshaping the field, while differing in their views on its implications for human translators and translator training. Learners tended to feel more intimidated by AI and often underestimated the human advantage in translation. Both groups, however, agreed that the ability to translate manually without AI support remains a fundamental prerequisite for translator training. Yet, they diverged in their views on pedagogy: Instructors emphasized text-based analysis supported by AI tools, whereas learners preferred more practical, hands-on training. This gap highlights the need for pedagogical models that integrate both perspectives, ensuring that translation education remains grounded in core translation skills while also reflecting learners’ demand for AI-supported practical training.