Abstract:

The future of language interpretation and translation in education is likely to be heavily influenced by the emergence of new technologies. This study explores and identifies the cross-cultural studies aspects that influence performance evaluations and the key university faculty members in order to better understand the future of language translation and interpretation in education. A sequential mixed method (qualitative and quantitative) study has been done for the analysis of this research. Through the use of a questionnaire, information was gathered from the targeted group of university faculty members. The study has been done in two rounds of delphi surveys. Through the use of a questionnaire, information was gathered from the targeted group of university faculty members. The study has been done in two rounds of delphi surveys. Through delphi survey collected data for an initial interview from the semi-structured interviews for the qualitative study after that 16 nodes and 08 themes were developed. The most significant factors that identified in this study were concentrate on translation as a goal, a strong foundation for developing translation skills, optimization for production and interpretation, helping to create a more unified global community, language can be used to foster cultural understanding, facilitate communication between educators from different countries, information technology as a tool for the dissemination of knowledge and to encourage more cross-cultural contact among students. This study also revealed to identify these consensuses between targeted population (teachers, administrators and academic fields) for further discussion. This study has some limitations technology restrictions, data security issues, cultural biasness and time restrictions. The findings of this study are to work on these limitations for further research and this will help for learners in diversity environment.

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