Exploring the Theory-Practice Gap in Translation Pedagogy

The persistent gap between theory and practice in translation education remains a critical challenge for universities worldwide. This study investigates how Moroccan undergraduate translation students perceive and navigate this divide, focusing on the pedagogical, cognitive, and motivational implications. Sixty-two students from Mohamed First University participated in a mixed-methods study, combining quantitative surveys assessing perceived relevance, applicability, and integration of theory with semi-structured interviews exploring students’ lived experiences. Results indicate that although students recognize the importance of theoretical frameworks such as functionalist approaches, equivalence models, and strategic translation decision-making, many struggle to apply these principles to authentic tasks. Challenges include the abstract nature of theoretical instruction, limited exposure to professional-style assignments, and assessment practices emphasizing linguistic accuracy over strategic reasoning. Findings underscore the need for pedagogical strategies that explicitly link theory with practice, such as project-based learning, cooperative tasks, and technology-assisted translation tools. Curriculum reform, aligned assessment practices, and teacher training are recommended to enhance learner engagement, competence, and professional readiness. By foregrounding students’ perspectives, this study contributes to the development of context-sensitive, experiential translation pedagogy, bridging academic preparation with the realities of professional translation.