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Arab World English Journal (AWEJ) Volume 17. Number 1, March 2026 Pp.139-160
School of Distance Education, Universiti Sains Malaysia, Penang, Malaysia
School of Distance Education, Universiti Sains Malaysia, Penang, Malaysi
School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia
Faculty of Information Science and Engineering, Ocean University of China, Qingdao, China
Artificial Intelligence increasingly shapes translation teaching and learning in tertiary education and has attracted substantial scholarly attention in recent years. Nevertheless, existing reviews largely investigate AI from a broad language education perspective or prioritise technological performance, leaving translation education insufficiently examined. Against this backdrop, this review analyses the benefits, challenges, and strategies associated with the use of AI tools in translation teaching and learning at the tertiary level. Through critical synthesis of related literature, the review shows scholars have largely overlooked how AI tools reshape pedagogical practices and influence learner experiences in translation education. In response, the study aims to propose a structured roadmap to advance the research and practice of translation teaching and learning. Methodologically, the study follows the Preferred Reporting Items for Systematic Reviews and Meta-Analysis protocols. Guided by these standards, 32 peer-reviewed journal articles were retrieved from the Web of Science, Scopus, and the Education Resources Information Centre databases, ensuring transparency and methodological rigor. The findings indicate that AI adoption enhances translation quality, strengthens learner engagement, and supports classroom innovation, while also raising challenges related to ethics, AI literacy, and teacher training. Based on these benefits and challenges, it is suggested that AI should be used as a tool for empowerment instead of a shortcut. Notably, the review highlights the need for focused research on Generative AI, alongside explicit ethical guidelines and concrete pedagogical modules to guide effective integration. Collectively, these recommendations provide practical guidance for educators, learners, and policymakers in navigating an AI-enhanced academic and professional environment.
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Lijun Kan is currently a Ph.D. student in TESOL at the School of Distance Education, USM. She is also a lecturer at Qingdao Hengxing University of Science and Technology in China and has taught translation and other relevant courses for several years. Her research interests lie in translation teaching and learning, translation practice, and translation technology.
ORCID: https://orcid.org/0009-0001-5391-7707
Siti Soraya Lin binti Abdullah Kamal obtained her doctorate in education from the University of Sheffield, UK. She is currently a lecturer at the School of Distance Education, USM. Her research interests include TESOL, second language learning, language learning and technology, and young learners. ORCID: https://orcid.org/0000-0002-2848-7039
Siti Zuraidah binti Md Osman is currently a lecturer at the School of Educational Studies, USM. Her research interests are educational technology, accounting education, flipped classroom, and Technical and Vocational Education (TVET).
ORCID: https://orcid.org/0000-0003-0627-9543
Yu Yan is a lecturer at the School of Education, Xianyang Polytechnic Institute in China. She is currently enrolled in the Ph.D. program in TESOL at the School of Education, USM. Her research interests include TESOL and task-based language teaching.
ORCID: https://orcid.org/0009-0004-1166-0845
Jingru Liu is a lecturer at the Faculty of Information Science and Engineering, Ocean University of China. Graduated from Hong Kong Polytechnic University with a degree in Translation and Interpreting, she has specialized in teaching translation and interpretation courses for several years and has received multiple national and provincial teaching awards.
ORCID: https://orcid.org/0009-0002-2176-4264