In the last two decades, Oman has witnessed a growing demand for high-quality translation and interpretation services, driven by rapid globalisation, increasing government engagement in international diplomacy and the country’s strategic vision under Oman Vision 2040. This rise underscores the urgent need to reassess how Higher Education Institutions (HEIs) prepare translators to meet both linguistic and technological demands.
Recent research reveals a disconnect between academic training in Oman's universities and the real-world expectations of employers and translation clients. As the profession evolves, particularly through AI and digital transformation, HEIs must modernise their curricula, pedagogy and assessment strategies to reflect current industry needs.
While translation is often associated with commercial language service providers (LSPs), in Oman it is increasingly embedded within institutional contexts. Ministries, universities, media outlets and judicial bodies frequently require in-house translation. However, a recent study conducted by Omani researchers shows that institutional translation practices often lack standardisation and quality control. Many public bodies rely on bilingual staff rather than professionally trained translators, which risks inconsistency, particularly in sensitive or technical contexts.
Despite the profession’s growing relevance, studies at institutions like the University of Nizwa indicate that many translation students face challenges with core linguistic competencies, especially translating from English into Arabic. Errors in syntax and journalistic language remain common. Survey findings further show that many students find existing translation courses overly theoretical, disconnected from professional realities and lacking specialisation in fields such as legal or media translation. To address this, HEIs should adopt task-based, practice-oriented pedagogies that expose students to authentic translation briefs, revision processes and performance-based assessments.
Technology has also transformed the translation landscape. A recent study at Sultan Qaboos University found that many EFL students use AI and machine translation (MT) tools like Google Translate, DeepL, and ChatGPT for both learning and translating. While students benefit from their speed and accessibility, they also recognise their limitations regarding tone and contextual accuracy.
Crucially, many students lack training in computer-assisted translation (CAT) tools and post-editing techniques — skills now essential in the industry. Translation departments must therefore offer courses in CAT tools, AI-assisted translation and post-editing practices. In today’s market, digital literacy is no longer optional — it is a core competency.
A nationwide study on practical training and job readiness found a strong link between real-world translation experience and professional success. Yet many students reported limited internship opportunities and weak institutional engagement. HEIs must institutionalise internships and service-learning components within translation programmes. By collaborating with ministries, NGOs, courts and media outlets, universities can provide students with supervised, hands-on translation assignments that also support national development goals.
Such collaborations offer an added advantage: they enable HEIs to co-develop curricula that remain responsive to labour market needs.
Gathering feedback from employers and alumni ensures that graduates are equipped with relevant and future-proof skills. Across the Gulf Cooperation Council (GCC), attention is growing around translation education quality — especially in adopting technology and aligning programmes with employability frameworks. Bibliometric studies show a steady rise in research on translation pedagogy and curriculum reform, suggesting regional momentum.
Institutions like Sultan Qaboos University, University of Nizwa and Al Zahra College are well-placed to lead in this area by developing interdisciplinary programmes that combine language, ethics, technology and institutional practice. Moreover, embedding soft skills training, such as critical thinking, time management and teamwork, is essential to prepare students for the collaborative and deadline-driven nature of today’s industry.
By reforming curricula, investing in technological training, embedding real-world experiences and working closely with industry, Oman's HEIs can ensure their graduates are not only employable but also positioned to support Oman’s multilingual communication and global engagement.
It is time to reimagine translation education — not as an academic formality, but as a national strategy vital to development, diplomacy and digital progress.
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