INTEGRATING DIGITAL TECHNOLOGIES INTO FRENCH-ENGLISH TRANSLATION (FET) PEDAGOGY: INSTITUTIONAL, TECHNOLOGICAL AND PEDAGOGICAL CHALLENGES IN NIGERIAN UNIVERSITIES

Abstract

In a globalized and multilingual world, translation plays a crucial role in language education and intercultural communication. However, in Nigeria, where French-English translation is taught as part of French studies at the undergraduate level, the pedagogical integration of digital tools remains limited. As universities face increasing pressure to adapt to twenty-first-century educational standards, challenges such as outdated curricula, inadequate infrastructure, and insufficient teacher training hinder the effective digitalization of translation pedagogy. This study investigates the institutional, material, and pedagogical factors that either facilitate or constrain the integration of digital practices into translation training across six public universities in Nigeria's South-South region. A mixed-methods approach was employed: structured questionnaires were administered to 251 undergraduate students, while 17 lecturers were interviewed using semi-structured interviews. The results reveal a significant gap between students' readiness for digital learning and institutional capacity to support it. While students demonstrate enthusiasm for digital translation tools, lecturers often lack the training and resources required to implement them. The study concludes that advancing translation pedagogy in the digital era requires coordinated institutional investment, curriculum reform, and ongoing professional development. It offers practical recommendations for French departments seeking to modernize translation instruction in resource-constrained environments.