<![CDATA[Background: The increasing use of artificial intelligence (AI) in translation technologies is transforming translation pedagogy and creating new opportunities and challenges for translation pedagogy and creating new opportunities and challenges for translator education. As AI-assisted tools become increasingly integrated into professional translation practices, understanding lecturers’ readiness to incorporate AI into teaching becomes essential for effective and responsible implementation. Methodology: This study employed a qualitative descriptive design involving six university lecturers as purposive sampling who can teach translation courses in Indonesia and Timor-Leste. Data were collected through semi-structured interviews and analyzed thematically using Maxqda 2024. Findings: The findings revealed four interconnected dimensions of lecturers’ readiness for AI integration: pedagogical perception, ethical-professional awareness, and institutional ecosystem support. Participants generally demonstrated positive attitudes toward AI and moderate to high technological confidence. However, concerns regarding translation accuracy, overreliance on AI-generated outputs, academic integrity, and ethical responsibility remained evident. Conclusion: Lecturers’ readiness for AI integration extends beyond technological competence and involves pedagogical adaptation, ethical literacy, and institutional support. Effective implementation requires balanced integration that promotes critical engagement with AI while preserving core translation competencies. Originality: This study proposes an AI Readiness Framework for Translation Pedagogy that conceptualizes readiness as a multidimensional interaction among pedagogical, technological, ethical, and institutional factors. The framework contributes to the growing literature on AI-assisted translation education by foregrounding lecturers’ perspectives.]]>
