TEACHING TRANSLATION IN DISTANCE AND BLENDED LEARNING ENVIRONMENTS: CHALLENGES AND PEDAGOGICAL SOLUTIONS

Abstract

The article provides a comprehensive analysis of translation teaching methodology under conditions of distance and blended learning in the context of the digitalisation of modern higher education and the transformation of translators’ professional activity. The relevance of the study is determined by the increasing demands of the translation services market on the level of professional, informational, and digital competences of future specialists, as well as by the need to reorient traditional didactic approaches to translation training. It is convincingly argued that the key challenges include the necessity to adapt the traditional system of translation exercises to the digital environment and to reconceptualise the role of the teacher as a facilitator and moderator of learning activities. The study synthesises international and national scholarly experience in the field of distance and blended learning and outlines their didactic potential and limitations in translator training. Particular attention is paid to information competence as a fundamental prerequisite for the effective organisation of the educational process in a digital learning environment. The article substantiates the expediency of adapting the traditional system of translation exercises to online learning through a methodologically grounded transformation of reproductive, analytical, and productive tasks, as well as through the integration of project-based learning, translator portfolios, and machine translation post-editing exercises. The article also analyses the specific features of teaching written and oral translation in synchronous and asynchronous modes and identifies pedagogical conditions for enhancing their effectiveness. Special consideration is given to the issue of academic integrity in distance and blended translation training, and approaches to ensuring it are proposed through a shift in assessment from learning outcomes to the translation process itself. The findings of the study demonstrate that, provided appropriate methodological support, distance and blended learning formats contribute to the development of professional autonomy, critical thinking, and responsibility of future translators.