Student Translators And Ai: Practices, Perceptions, And Challenges At The University Of Algiers 2

Abstract

This article explores how students at the translation institute of the University of Algiers 2 (Algeria) are adopting artificial intelligence (AI) tools. Using a mixed methodology combining quantitative and qualitative data collected from 150 students, the study reveals a variety of attitudes ranging from pragmatic use to ethical resistance. The analysis reveals that AI tools, particularly conversational agents, are not perceived as technical aids, but as devices that structure the learning experience and relationships with effort and educational standards. In a university context marked by tensions between massification, digital inequalities, and demands for innovation, the article argues for the critical and contextualized integration of AI in translation training, revaluing the role of the teacher as a reflective mediator.