INTEGRATION OF CAT TOOLS INTO THE EDUCATIONAL PROCESS AS A FACTOR IN IMPROVING THE QUALITY OF TRANSLATOR TRAINING

This article analyzes the pedagogical and methodological aspects of integrating computer-assisted translation (CAT) tools into the training of future translators. The study’s relevance stems from the digital transformation of the translation profession and the increasing demands for specialists who possess both strong linguistic competence and proficiency in modern translation technologies and workflow management. The aim of the article is to substantiate the pedagogical feasibility of using CAT tools in translation training and to identify effectiveness criteria for their integration based on translation quality, academic productivity, and economic efficiency. The study examines the theoretical foundations of CAT tool implementation in translator education, characterizes qualitative, productivity-based, and economic criteria for evaluating translation outcomes in an educational context, and defines their methodological potential. CAT tools are viewed as a didactic instrument that enables the simulation of authentic professional environments within an academic setting. It is argued that the use of translation memories, terminology databases, quality assurance (QA) modules, and machine translation post-editing (MTPE) fosters linguistic accuracy, terminological consistency, and functional adequacy. Furthermore, it enhances students’ critical thinking and self-assessment skills. Particular attention is paid to the staged organization of the translation process (pre-translation, translation, quality assurance, and finalization) as a methodological framework that ensures the controllability, awareness, and reflexivity of students’ translation activities. The study demonstrates that the integration of CAT tools facilitates the comprehensive development of future translators’ professional competencies by merging linguistic, technological, analytical, and project-based components. It is concluded that, from a pedagogical perspective, CAT tools should be regarded not as a substitute for translation activity, but as an effective methodological means of enhancing training quality and aligning the educational process with real-world professional practice.