In the AIGC Era: Interpreting Pedagogy for Translation Majors

Abstract

The rapid development of Artificial Intelligence Generated Content (AIGC), represented by tools such as ChatGPT, has triggered a new wave of artificial intelligence transformation and brought profound changes to the field of education. With regard to translation majors, although most universities have established interpreting programs or courses and assumed the responsibility of cultivating interpreting professionals, the training of interpreting talents in higher education still faces considerable challenges due to limitations in teaching staff, student preparedness, and traditional instructional models. With the continuous advancement of artificial intelligence technologies, including intelligent speech recognition, automatic transcription, and virtual reality, new opportunities and technical support have been provided for interpreting classroom instruction. In this context, interpreting educators are expected to actively integrate emerging technologies into pedagogical design, reconstruct interpreting curricula, transform traditional talent-training models, and enhance the overall effectiveness of interpreting education. This paper explores the challenges posed by AIGC technologies to interpreting teaching and proposes an implementation path for AI-enabled interpreting classroom instruction in higher education.