ABSTRACT
In recent years the language industry has been modifying the constantly changing technological skills it demands from translators. In the main translation competence models, technologies are deployed across the curricula and are considered just as important as other skills. However, the training provided in Spanish universities today seems to be still out of step with the real needs and demands of the translation market. This research has two objectives: (i) to investigate and define, by means of an empirical study using a mixed-methods approach, the state of affairs in relation to translation technologies training provided in Spanish universities, and (ii) to compare the data obtained with the real demands of the language industry. To this end, this chapter analyses the technology-based content of the curricula for translation and interpreting (T&I) undergraduate degrees in Spain for the 2019–2020 academic year. The results of the analysis of a corpus comprising 994 module syllabi seem to indicate that the curricular content of Spanish T&I undergraduate degrees has not kept pace with the profound changes that have occurred in the professional market over the past decade.
