Translation Technology Training in Saudi Arabia: Aligning BA Programmes with Industry Requirements

The modern translation industry is characterised by rapid evolution of technologies, the growth of collaborative projects and an expansion in the roles of translators. The Saudi Vision 2030 calls for a transition to a knowledge-based economy and the elevation of the higher education sector to global rankings. This thesis provides recommendations to improve BA programmes in Saudi Arabia by aligning them with the technology-related requirements of the translation industry and aims to fill a literature gap around industry needs and translators’ technological competence. The first to incorporate all BA programmes responsible for preparing future translators, this research comprises three studies with different stakeholder groups (translators, employers, programme directors, and trainers), along with three research questions serving one overarching research question and was carried out with a mixed-methods design. Industry requirements (RQ1) were determined through the perspectives of translators and employers, who agreed on the importance of five competencies: Machine Translation (MT), Computer-Assisted Translation (CAT) tools, terminology, multimedia and desktop publishing (DTP), adding the growing influence of Generative Artificial Intelligence (GenAI). Google Translate and Microsoft Translator were rated as most important, along with eight CAT tools, with Trados Studio and memoQ the most frequently used. Translators’ technological competence (RQ2) was found to lie from early to advanced conscious competence on Howell’s (1982) model. Saudi BA programmes (RQ3) do not currently align with the requirements identified in RQ1. Challenges are evident in translation technology integration, lab infrastructure, trainer expertise, curriculum variations, teaching strategies, and industry involvement. To improve these programmes, a Translation Accreditation Council (TAC) should be established to facilitate industry-academia partnerships and encourage accreditation through standardisation based on best practices. Universities must invest in infrastructure to equip labs, gain access to tools, and improve off-campus access via cloud-based integration. This should also incorporate a move to student-centred teaching strategies (e.g., Simulated Translation Bureaus) to expose students to real-world working experiences.