<![CDATA[This study examines whether student demand can support developing a Master of Arts in Translation and Interpreting (MATI) at the University of Botswana. Using a demand-driven approach, it explores students’ perceptions, enrolment intentions, employability expectations, and program preferences. A descriptive survey was conducted with 80 students from multiple faculties using a structured questionnaire. Findings indicate strong demand for the proposed program: over 90% of respondents recognized the need for professional translation and interpreting training in Botswana, and 68.8% expressed willingness to enroll. Participants perceived translation and interpreting qualifications as valuable for employment, particularly in education, government, healthcare, business, tourism, and media. Participants preferred blended and face-to-face delivery modes, along with flexible scheduling, although they identified technological and internet-access challenges. Qualitative findings emphasized the importance of experiential learning, technological competence, sector-specific specialization, African language integration, internships, and professional certification pathways. The findings strongly support introducing a MATI program at the University of Botswana and contribute to broader discussions on demand-driven curriculum development in multilingual developing-country contexts.]]>
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