Practitioner perspectives on artificial intelligence-assisted translation of study material in a comprehensive, open, distance and e-Learning institution

Abstract

The integration of artificial intelligence (AI) has the potential to significantly enhance teaching and learning experiences, as well as to improve the quality of the editing and translation of study material within the context of comprehensive open, distance, and e-learning (CODeL). However, research concerning language practitioners\u27 experiences with AI translation in multilingual CODeL settings in the Global South remains limited. This study addresses this gap by investigating the utilisation of AI tools for the translation of learning materials in a CODeL context. Guided by sociolinguistic theory, the study employed a literature review and qualitative methods to achieve its objectives. The study was conducted at an urban-based CODeL institution, involving 12 purposively selected language practitioners. An interpretivist paradigm was adopted, with sociolinguistic theory and thematic analysis employed to analyse primary data obtained from language practitioners through individual interviews conducted via Microsoft Teams. The findings revealed that language practitioners use AI tools cautiously for translation tasks, primarily for memory-building and initial drafts, due to concerns regarding contextual accuracy, cultural relevance, and limited support for indigenous languages. This study contributes empirical insight into the tensions between the potential of AI and sociolinguistic integrity in an under-researched multilingual CODeL setting. In conclusion, language practitioners have yet to optimally utilise AI tools for the translation of study materials in a CODeL context. The study recommends strategic investment in AI tools, alongside professional development and localisation efforts, to strengthen the translation of learning materials while safeguarding linguistic diversity and ensuring inclusive educational acces