Aula invertida e inteligencia artificial generativa en clases de Traducción: análisis de la percepción de los estudiantes de grado

Cristina Toledo-Báez; Jorge Lucas Pérez

doi:10.24310/redit.19.2025.20922

Authors

Cristina Toledo-Báez Universidad de Málaga Spain https://orcid.org/0000-0003-0604-797X
Jorge Lucas Pérez Universidad de Málaga Spain https://orcid.org/0009-0001-0747-2612

DOI:

https://doi.org/10.24310/redit.19.2025.20922

Keywords:

Flipped classroom, translation, Generative Artificial Intelligence

Abstract

Generative artificial intelligence (GenAI) is becoming increasingly important in the training of future translators. Pedagogical approaches such as the flipped classroom may be suitable for introducing GenAI. Given the scarcity of studies linking the flipped classroom with the use of GenAI for translation, a survey methodology study was carried out with two groups of Translation students (N = 67) with the double aim of familiarizing students with the flipped classroom approach and, in addition, training them in GenAI. The results obtained showed a generally favorable perception of both the flipped classroom and GenAI. However, critical and dissenting voices emerged, and they deserve to be addressed in future studies.

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