Strategies for adapting university curricula to meet the expectations of local and international markets in professional translator training

The social realities that frame human activity today are characterized by globalization, which fosters new types of relationships across all economic sectors, including public health management (such as pandemics) and education (evidenced by efforts to facilitate academic mobility through systems of academic credits, dual degrees, and curricular harmonization). Consequently, we might envision a world that is nearly borderless, both literally and figuratively. Universities now find themselves in a position where their coordination is increasingly aligned with the labour market and the internationalization of academic programs, which aim to closely reflect the conditions of professional activity in various sectors. This paper aims to examine the qualitative changes occurring in university training programs for translators and conference interpreters, particularly at the Master’s program level, with a focus on the revision and introduction of curricula. The influence of digital technology is undeniably significant, driving curriculum changes in response to these new social realities. Distance learning and teaching platforms are instrumental in facilitating the effective operation of these programs and enhancing trainees’ autonomy, all with the goal of shaping the future for subsequent generations, including professionals in translation.