This experiential 45‑minute workshop explores the intersection of neural machine translation (NMT), generative Artificial Intelligence (AI), human post‑editing, multilingualism and Brain Breaks as an innovative approach to translation and multilingual education. Brain Breaks are short, structured physical or mental activities, typically lasting one to five minutes, that can be integrated into learning to reduce cognitive load, refocus attention, and re‑energize learners. In this workshop, Brain Breaks are conceptualised as micro‑units of translation activity in which linguistic meaning is transformed into physical movement, cognitive comprehension, and educational experience. The workshop is designed for 12–15 participants, including educators, , language teachers, translators, interpreters, researchers, and professionals or students interested in AI‑assisted translation and multilingual education. The working languages are English, Greek, and German. Participants will work in small groups of 3–4, with each group requiring access to a laptop or tablet with internet connectivity. The workshop requires a web browser, access to ChatGPT, and access to an NMT platform such as DeepL or Google Translate. No specialised physical equipment is required. The theoretical framework draws on human–AI collaboration, neural machine translation, large language models, human post‑editing, and embodied learning. Within this framework, translation is regarded as the creation of functional, comprehensible and pedagogically appropriate instructions that lead to physical and cognitive action. The workshop follows a structured workflow in which ChatGPT and NMT are used as separate but complementary stages. In the first stage, participants use ChatGPT to generate a short Brain Break in English, formulating a prompt that specifies the target age group, educational context, duration, and movement objectives. In the second stage, the English version is processed through an NMT system to generate multilingual versions in Greek and German. In the third stage, working collaboratively in groups, participants revise the machine‑translated Brain Breaks through human post‑editing, improving linguistic accuracy, naturalness, comprehensibility, inclusivity and pedagogical suitability. In the fourth stage, groups compare the three versions (source text, machine‑translated text, and human post‑edited text) focusing on clarity, pedagogical appropriateness and the preservation of intended physical action. This positions AI not as a replacement for human expertise but as a collaborative resource whose output requires human evaluation and adaptation. In the final stage, each group presents its multilingual activity, and participants perform the movement sequence while hearing instructions in different languages, transforming translation from a textual process into an embodied experience. The workshop demonstrates how Brain Breaks function as innovative micro‑units for exploring generative AI, NMT, post‑editing, and multilingualism, extending translation beyond conventional textual transfer towards the creation of multilingual, inclusive, and actionable educational experiences, while highlighting the continuing importance of human expertise in evaluating AI‑generated content, particularly when instructions must lead to meaningful, comprehensible, and safe physical action.