INTEGRATION OF ARTIFICIAL INTELLIGENCE INTO TRANSLATION PRACTICE AND EDUCATION: ETHICAL AND PROFESSIONAL DIMENSIONS

Abstract

The article examines the integration of artificial intelligence (AI) into translation practice and translator education. It analyzes the evolution of translation theories from linguistic to hybrid human–machine models, emphasizing the growing importance of technological, analytical, and ethical competences. The study highlights how AI tools, such as machine translation and CAT systems, influence the translator’s professional identity and ethical responsibility. It argues that AI does not replace human creativity but transforms translation into a collaborative process between human intellect and technology. Special attention is given to translator training in the Polish–Ukrainian context, where hybrid competence combining linguistic sensitivity, intercultural awareness, and digital literacy is essential for the modern translation profession. The article explores the integration of artificial intelligence into translator education and practice, emphasizing the necessity of a hybrid competence model that combines humanistic sensitivity with digital skills. Particular attention is paid to post-editing, understood as critical revision of machine-generated texts with recognition of semantic,

stylistic, and pragmatic deviations. The training process highlights intercultural and

linguistic awareness, especially in the Polish–Ukrainian context, where language proximity may cause semantic interference and subtle translation errors. Practical scenarios include parallel text analysis, glossary building with CAT tools, simulation of real translation projects, and ethical discussions on the risks of uncritical machine use. The proposed approach prepares graduates for the demands of the contemporary translation market, where human translators act not only as linguistic operators but also as analysts, editors, and mediators between cultures and technologies. AI and CAT tools are thus framed not as a threat but as an extension of translators’ cognitive and creative capacities. Translator education is therefore redefined as a space of human-technology interaction, maintaining human agency as the core of meaning-making.