Engaged didactics and its impact on the quality of translator education

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The paper presents short-term and long-term advantages of engaged pedagogy at the university level, on the example of two case studies of authentic collaborative translation projects effectuated at the Chair for Translation Studies, Faculty of Philology, Jagiellonian University in Kraków, in 2020/2021 and in 2018 respectively. As the results of two questionnaires and an interview show, students’ participation in the projects not only helped to develop the knowledge, skills and social competences related to their field of study but also contributed to the young people’s awareness of local and global societal issues. Cooperating with specialists from other domains allowed for the inclusion of an interdisciplinary element in both projects, which stressed the interdisciplinary character of any human activity. The concept of engaged didactics is based inter alia on Chałas (2020). Other education quality issues mentioned in the paper include the use of modern technologies (e.g. cloud-based CAT tools), distant learning, team-based work and creative problem solving, all of which issues, together with interdisciplinarity, entrepreneurship and engaging the student’s self, are also characteristic for the Danish approach to university teaching and learning called ‘education for change’ (Robinson, 2020).