Artificial Intelligence and Specialized Translation: A Socioconstructivist Analysis of the Curriculum

Abstract

Considering the crisis of the education system in Latin America, it is necessary to systematically assess the possible roots of educational problems in specific contexts. At the higher education level, we must guarantee the students' right to an equal and upto-date education. In this scenario, curriculum redesign in translation training would allow for the sustainable employability of graduates in an ever-changing globalized world (Gava, 2022; Gava, Blanco and Cobresle, 2022). This study aims to explore the meaningful integration of Learning and Knowledge Technologies (Casablancas, 2014) in the curriculum of a sworn translation degree programme at an Argentine state university. The content analysis qualitative technique (Bryman & Bell, 2011) allowed us to identify topics related to the use of virtual classrooms, and digital resources, competences and technologies for translation in the seven specialized translation subjects’ syllabuses. Our findings show that the reference to said topics is relatively scarce, and that the current curricula do not include generative artificial intelligence. Further research is proposed to explore the teachers and students’ views and address pedagogical strategies towards a more significant training in this disciplinary field.