The rapid evolution of generative AI is fundamentally reshaping the professional landscape of business translation. As machine systems increasingly handle linguistic conversion tasks, direct language transfer is no longer the central cognitive hurdle for translators. This transformation has created a growing disconnect between conventional pedagogical approaches and the shifting demands of the industry. Drawing upon insights from Functionalist Translation Theory, Translation Ethics, and Critical Discourse Analysis, the study reconceptualizes the core competencies required in business translation teaching. A dual-dimensional framework is introduced, organized around the interrelated concepts of commercial judgment and discursive responsibility. The former captures the strategic dimension of translation practice, encompassing the identification of communicative goals, assessment of contextual and legal risks, and deployment of discourse tactics aimed at achieving tangible business outcomes. The latter foregrounds ethical considerations, urging translators to remain attentive to textual consequences, asymmetrical power relations, and the limits of professional accountability in AI-mediated workflows. Together, these dimensions sustain translator agency in technologically dense environments. On this basis, the paper advances concrete proposals for pedagogical renewal, including learning objectives, task configuration, and evaluative practices. It contends that business translation instruction must transcend the language-transfer paradigm in favor of cultivating critical judgment and ethical responsibility.

Xiaqing Liu, Anle Li. Reorienting Business Translation Teaching in the AI Era: A Dual-Dimensional Framework. International Journal of Educational Innovation and Science (2026), Vol. 7, Issue 1: 1-9. https://doi.org/10.38007/IJEIS.2026.070101.

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