THE EFTAGOGICAL APPROACH IN TRANSLATION EDUCATION: OPPORTUNITIES FOR DEVELOPING STUDENTS’ INDEPENDENT AND PROFESSIONAL GROWTH

Abstract

The rapid transformation of the translation profession requires higher education institutions to prepare students not only for performing translation tasks but also for continuous professional development, autonomous decision-making, and lifelong learning. In this context, the eftagogical approach, conceptually related to heutagogy, offers a learner-centred framework that emphasizes self-determined learning, autonomy, reflection, and personal development. The aim of this study is to examine the pedagogical potential of the eftagogical approach in translation education and to identify its opportunities for developing students’ independent and professional growth. The study employs theoretical analysis, comparative analysis, synthesis, and pedagogical modelling. The findings indicate that an eftagogical approach can strengthen students’ responsibility for learning goals, translation decisions, self-assessment, professional reflection, and continuous competence development. The proposed framework integrates learner autonomy, self-reflection, authentic professional tasks, individual learning pathways, and self-regulated learning into translation education. The study concludes that eftagogical principles can contribute to the preparation of adaptable and professionally independent translators capable of responding to changing communicative and technological demands.