DEVELOPING CRITICAL THINKING IN MILITARY TRANSLATION PRACTICE

The article examines critical thinking as an essential component of military translator education and professional translation practice. The study aims to substantiate the need for its systematic development and identify instructional approaches applicable to military translation training. The research synthesizes scholarly literature on critical thinking, translator education, military translation, and competence- based learning, with particular emphasis on the cognitive demands associated with military terminology and doctrinal discourse. Critical thinking is conceptualized as an integrated competence encompassing analysis, interpretation, evaluation, inference, reflection, and evidence-based decision-making. The article proposes authentic translation tasks based on NATO terminology and military texts. These activities require students to interpret operational contexts, distinguish general meanings from doctrinal definitions, compare alternative translation solutions, consult authoritative sources, and justify their decisions. Such practice develops analytical reasoning, contextual judgment, and professional autonomy while simultaneously strengthening translation competence. The findings indicate that military translation provides a relevant context for the purposeful development of critical thinking, as translation decisions frequently involve ambiguity, competing interpretations, and potential operational consequences. Integrating critical-thinking activities into military translation courses can enhance students’ ability to make reasoned, context-sensitive decisions and strengthen their professional readiness. The proposed approach supports competence- based and practice-oriented translator education. Further research should empirically evaluate the effectiveness of these instructional practices and explore the potential of AI-assisted translation and simulation-based learning for developing critical thinking in military translator training.