Neither Luddite nor enthusiast: interpreting teachers’ AI use in teaching

A study among 156 Chinese English interpreting teachers reveals their nuanced perspectives on Artificial Intelligence (AI) integration in interpreter training. While recognizing AI's growing presence, educators are neither outright resistant nor fully enthusiastic, demonstrating varying levels of readiness, reported use, critical evaluation, and perceived usefulness of AI-enabled tools in their pedagogical practices. This research fills a gap by focusing on teacher perspectives, which are crucial for shaping future educational norms and curriculum development.

Why it matters

Understanding the perspectives of educators is crucial for the effective integration of emerging technologies like AI into professional training programs. These insights can inform strategic planning for technology adoption, curriculum design, and professional development to ensure that educational institutions remain relevant and competitive in a rapidly evolving technological landscape. This is vital for maintaining the quality and future-readiness of skilled professionals.

Key insights

• The study investigates Chinese English interpreting teachers' positions on AI's role in interpreter training, moving beyond previous research focused on students, tools, and curriculum.
• A survey of 156 interpreting teachers in Master of Translation and Interpreting (MTI) programs was conducted.
• Multiple dimensions of AI orientation were examined, including teacher readiness, AI evaluative literacy, reported use of AI-enabled tools, and critical evaluation practices.
• Teachers' perceived usefulness of AI and their future intentions regarding its integration were also assessed.
• The findings indicate that teachers adopt a balanced, 'neither Luddite nor enthusiast' approach to AI, suggesting a complex interaction with new technologies.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1883017