Interpreting in the age of AI: a new curriculum adapting training to future market demands

The rapid evolution and di!usion of technologies, particularly supportive AI-based tools for interpreters, coupled with the appearance of new language services (such as live subtitling), calls for a similar innovation in interpreter education. To prepare interpreting graduates for this dynamic landscape, education must innovate not only by teaching the use of these technologies but also by cultivating long-term adaptability to rapidly changing technologies and workflows. These reflections inspired the development of the new Interpreting and Technologies for Communication (InTeCo) curriculum at the University of Bologna’s Master’s in Interpreting programme. Starting from the academic year 2024/25, InTeCo is o!ered alongside the “traditional” Conference Interpreting track. Courses are largely delivered remotely combining synchronous and asynchronous methods. This chapter explores the motivations and objectives behind the InTeCo curriculum, which is firmly rooted in constructivist and experiential learning approaches. The teaching methods employed are illustrated using one of the courses as a paradigmatic example. Finally, the chapter discusses future steps in assessing course e!ectiveness through an action-research approach with the initial student cohorts. With this contribution, we aim to spark reflection on the necessary evolution in interpreter education and the technological competence required to navigate an increasingly dynamic professional landscape.