Cultivating International Communication Competence in Translation Students in the Age of AIGC: A Pedagogical Framework

Abstract

The rapid evolution of Artificial Intelligence Generated Content (AIGC) is reshaping translator education, presenting both opportunities for enhanced learning outcomes and risks of uncritical dependency. In response, this study proposes a pedagogical framework that integrates AIGC to cultivate the International Communication Competence (ICC) of translation students. Grounded in the theory of Knowledge Translation Studies, the framework conceptualizes ICC as a triad of discursive competence, cross-cultural strategic competence, and multimodal translation competence. It further delineates the differentiated roles of AIGC—as a research assistant, strategy generator, and debating counterpart—across the cognitive domains of declarative, procedural, and meta-cognitive knowledge. An instructional model combining flipped classroom and project-based learning (PBL) was implemented to train students in structured human-AI collaboration. A semester-long implementation of the model is described to illustrate its practical application and preliminary pedagogical implications.