The Integration of Critical Thinking Skills in Translation Programs: A Content Analysis of Undergraduate Curricula in Algerian Universities

Abstract

This study investigates the extent to which critical thinking skills are explicitly integrated into undergraduate translation curricula within Algerian universities. In an era where technological advancement demands more than mechanical language transfer, modern translation practice requires advanced cognitive capabilities, including analytical reasoning, strategic decision-making, and self-regulation. Utilizing a mixed-methods content analysis design, this research evaluates official undergraduate syllabi, module descriptions, and learning outcomes across Algerian translation departments against established cognitive frameworks, specifically Bloom’s Revised Taxonomy and Facione’s critical thinking indicators. The analysis assesses whether current instructional materials prioritize higher-order cognitive skills over traditional lower-order linguistic exercises. Preliminary findings reveal a heavy reliance on lower-level cognitive tasks—such as comprehension and direct application—while higher-order skills, particularly evaluative judgment and metacognitive reflection, remain largely implicit or underrepresented. Based on these insights, the paper highlights critical pedagogical gaps between current curriculum design and professional market demands. Ultimately, the study proposes actionable recommendations for curriculum developers and educators, advocating for problem-based learning models, reflective translation commentaries, and explicitly aligned assessment rubrics to cultivate critical thinking within Algerian translator training programs.