An Exploration of Digital Literacy Enhancement for Translation Students in China: A Case Study at a Chinese University

This thesis investigates the enhancement of digital literacy within translation education in China, addressing how translation students acquire essential digital competences and how such training can be optimised in an AI-driven learning environment. The research is underpinned by the accelerating development of artificial intelligence (AI) and its transformative impact on translation technologies, particularly computer-assisted translation (CAT) and machine translation (MT), together with national policy directives advocating digital transformation in higher education. Grounded in a constructivist paradigm, the study adopts a mixed-methods explanatory case-study design at a Chinese university. Quantitative data were collected through a questionnaire completed by translation students (n=63), and qualitative insights were obtained through semi-structured interviews with educators and industry professionals. Descriptive statistics, correlation analysis, and thematic analysis were employed to triangulate findings and strengthen validity and trustworthiness. The results indicate that while students frequently engage with translation-related digital tools, their proficiency in advanced CAT operations, MT post-editing, and quality-assurance practices remains limited. Interviews reveal a persistent gap between university training and industry expectations, with employers emphasising operational fluency, ethical awareness, and integrated workflow management as baseline competencies. Based on these findings, the thesis proposes a multi-layered digital literacy competence model and an optimisation framework encompassing curriculum design, pedagogical strategies, assessment, industry collaboration, and ethical governance. The study advances theoretical understanding by redefining translator digital literacy as a dynamic, ethically grounded construct and offers practical recommendations for curriculum enhancement and professional training. Although limited by its single-case scope and cross-sectional design, the research provides a valuable foundation for comparative and longitudinal studies exploring digital competence development in translator education.

Name dc:type.qualificationname

other

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

University of Wales Trinity Saint David

Year dc:date.issued

2026

Author dc:creator

• Yang, Chaoying

• LB2300 Addysg Uwch
• P Ieitheg. Ieithyddiaeth

Dc Identifier Grantnumber

UWTSD

OAI identifier oai:identifier

oai:repository.uwtsd.ac.uk:4275