Entrepreneurial Competence in Translator and Interpreter Training: An ICT-Supported Pedagogical Intervention in the Era of Algorithms
As artificial intelligence continuously reshapes the professional landscape of translation and interpreting, questions of career resilience, adaptability, and entrepreneurial agency have moved to the centre of T&I education. Yet despite growing recognition that technical proficiency alone is insufficient preparation for AI-mediated professional environments, the deliberate cultivation of entrepreneurial competence within T&I training programmes remains empirically underexplored.
This paper draws on a doctoral research project that investigates how a purposefully designed ICT-supported pedagogical intervention can foster entrepreneurial competence among translator and interpreter trainees. The theoretical framework integrates three European competence models — EMT, PACTE, and EntreComp — positioning entrepreneurial competence not as an adjunct to translation competence, but as a constitutive dimension of it. The pedagogical intervention took the form of a webinar/SPOC (Small Private Online Course) structured around authentic, market-oriented tasks and professional deliverables, grounded in Keller's ARCS Model of Motivational Design and Bloom's Revised Taxonomy.
The study employs an explanatory-sequential mixed-methods design, combining quantitative measurement of entrepreneurial tendencies (GET2 survey) with qualitative interview data, enabling both statistical analysis and in-depth exploration of participants' professional agency, risk orientation, and attitudes toward AI. Rather than treating AI as a threat to professional identity, the study examines the conditions under which trainees develop an adaptive, strategic orientation toward algorithmic tools — and what this means for the design of future-ready T&I curricula.
The paper discusses emerging findings and their implications for curriculum design, platform development, and the rethinking of translator and interpreter competence, with particular attention to the translator-entrepreneur as an emerging professional identity in the age of algorithms.
Keywords: entrepreneurial competence, translator and interpreter training, ICT-supported pedagogy, artificial intelligence, entrepreneurial self-efficacy
Biographical Note Evrikleia Dogoriti holds a PhD from Ionian University in Corfu, where her doctoral research examines how ICT-supported pedagogical interventions can foster entrepreneurial competence in translator and interpreter training. Drawing on European competence frameworks — EMT, PACTE and EntreComp — and integrating Keller's ARCS Model of Motivational Design with Bloom's Revised Taxonomy, her research employs a mixed methods design to explore how purposefully designed digital learning environments can prepare translators and interpreters for an AI-shaped professional landscape. She holds an MA in Theory and Practice of Literary Translation from the University of Essex, UK, and a BA in English Language and Literature from the National and Kapodistrian University of Athens. She has extensive experience teaching English for Specific Purposes across a wide range of disciplinary contexts at the University of Ioannina, including Management and Economics, Tourism and Hospitality, Nursing, Agriculture, Music Studies, and Translation and Interpreting. This cross-disciplinary ESP experience has informed her understanding of language education as a professional and entrepreneurial practice, and underpins her commitment to curriculum design that bridges academic training and real-world career demands. Her research interests span translator and interpreter education, entrepreneurship education, ICT-supported language pedagogy, and the implications of artificial intelligence for professional identity in the language services sector. She has published and presented her research internationally, including a 2026 journal article on the integration of Keller’s ARCS Model and Bloom’s Taxonomy in translation pedagogy, a second journal article on the use of X as an adjunct to learning management systems (LMS) in tertiary language learning, and a presentation delivered at VIZJA University in Warsaw in 2026.
