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The integration of AI-powered technologies into translator training in higher education has prompted significant academic and professional debate. As generative AI reshapes the language services industry, educators face the dual challenge of adapting curricula to meet evolving industry demands while addressing concerns around academic integrity and student engagement. This article therefore offers a reflective account of what we refer to as ‘AI-in-the-loop’ pedagogy, which centres human expertise and decision-making alongside a student-oriented, action research approach. Through a diachronic examination of authentic assessment data and student surveys, this project’s most striking finding is the contrast between increased reported use of AI tools, particularly generative ones, and greater scepticism and lower reported use following our pedagogic interventions. Although seemingly contradictory, these results demonstrate the impact of our AI-in-the-loop approach, which enables students to understand how such tools can support their work and ensures they critically evaluate the technology’s usefulness while ensuring that their own skills remain central. Meaningfully integrating AI into academic practice, therefore, provides an essential foundation for its responsible and effective use in future professional contexts.
Freeth et al. (Sat,) studied this question.