This literature review examines the competencies necessary for translation faculty to prepare the next generation of translators. Although translation education plays a critical role in preparing students for professional practice, much of the existing research has focused more on the translation process than on the training and development of translation faculty themselves. Drawing upon frameworks such as the UK Higher Education Academy's Professional Standards Framework and Kelly's competency model, this review outlines the key domains of faculty expertise: professional experience, teaching skills, assessment strategies, use of educational technologies, and a commitment to continuous professional development. Case studies from Iran, Europe, and Australia further illustrate the significance of structured training for pre-service and in-service translation trainers. The success of translator education depends on well-prepared translation faculty who are not only subject matter experts but also skilled educators committed to lifelong learning.
Maralbekkyzy Altynay (Sun,) studied this question.