ETHICAL AND PEDAGOGICAL CHALLENGES OF INTEGRATING GENERATIVE ARTIFICIAL INTELLIGENCE INTO TRANSLATION TEACHING (FRENCH LANGUAGE)

Abstract

The article examines the ethical and pedagogical challenges arising from the integration of generative artificial intelligence (GAI) into the process of teaching French translation in higher education institutions. Contemporary approaches to using GAI technologies in translation education are analyzed, and key ethical dilemmas and pedagogical problems accompanying this process are identified. The transformation of the translator’s role in the era of neural network technologies and the transition from the traditional translation model to post-editing machine content are examined. Key pedagogical risks are outlined: decreased cognitive activity of students, uncritical perception of generated text, and the problem of academic integrity. Using lexical-grammatical features of the French language as examples, typical GAI errors requiring professional human intervention are demonstrated. A conceptual model of ethically responsible integration of GAI tools into the educational process is proposed, based on the principles of transparency, gradualism, criticality, and professional orientation. The research results demonstrate the necessity of forming a new pedagogical paradigm that combines technological capabilities with academic integrity and the development of professional competencies of future translators. The study reveals specific linguocultural challenges of using GAI for French translation and systematizes pedagogical strategies for adapting the educational process to new technological realities.