AI-Assisted Translation Pedagogy for Critical Thinking: A Pathway to Sustainable Education

Abstract

In the era of artificial intelligence (AI), sustainable education requires not only the integration of advanced technologies but also the cultivation of key competencies such as critical thinking. This study investigates English major students’ engagement with generative AI tools in translation learning, focusing on their usage patterns, critical thinking behaviors, and ethical awareness. A mixed-methods design combining questionnaire data and semi-structured interviews was employed to examine how students interact with AI in translation contexts. The results show that while students frequently use AI for translation, writing, and language learning, their engagement remains primarily functional and efficiency-driven. Although they display openness and flexibility toward AI, their reasoning confidence, self-regulation, and ethical reflection are underdeveloped, indicating surface-level interaction and overreliance on technological authority. These findings highlight the need to cultivate higher-order cognitive and ethical capacities in translation training. Central to this discussion is the conceptualization of the ideal learner in AI-assisted translation, a reflective, autonomous, and ethically aware individual who engages with AI as a partner in cognitive and moral development. Building on this, the study proposes pedagogical strategies that integrate AI literacy, process-oriented assessment, and teacher training to foster critical thinking and responsible AI use in sustainable translation education.