Information Technologies in Training Future Translators for Business Communication

Abstract

The aim of the article is to theoretically substantiate and analyze the possibilities of using information technologies in the training of future translators for effective professional activity in the field of business communication. The study addresses the insufficiently explored issue of the targeted integration of digital technologies, CAT tools and an intercultural approach into translator education, taking into account the specific requirements of the modern digital business environment. Methods. The research is based on theoretical analysis, synthesis and generalization of scholarly sources in translation studies, pedagogy and digital communication. The study also employs a conceptual analysis of business communication under conditions of digitalization. Results. The analysis demonstrates that information technologies significantly transform both the nature of translation and the professional role of the translator. CAT tools, including translation memory systems, terminology databases and automated quality control instruments, enhance terminological consistency, efficiency and quality, especially in business texts where accuracy is critical. The findings confirm that training in post-editing of machine translation contributes to the development of metacognitive skills, critical thinking and professional responsibility. Moreover, effective translator training requires not only technical competence but also digital literacy and intercultural digital competence, as business communication increasingly takes place in multi-channel online environments. At the same time, a number of challenges were identified, such as unequal access to technological resources, insufficient digital competence of some educators and methodological difficulties in integrating technologies into curricula. Conclusions. The article concludes that the systematic integration of information technologies into translator training promotes the comprehensive development of professional, communicative and intercultural competencies and prepares future translators for work in global digital business communication. Overcoming existing barriers requires curriculum modernization, enhancement of teachers’ digital competence and adequate technical support. Further research should focus on the pedagogical potential of artificial-intelligence-based machine translation systems in translator education.