Abstract:
In the context of increasing digitalization and global communication, website localization has become a key area at the intersection of translation, culture, and technology. While previous research has primarily focused on conceptual frameworks and technological developments, there remains a lack of empirical insight into how localization is currently taught in higher education. This study addresses this gap by investigating localization teaching practices from the perspective of university lecturers, with a focus on linguistic, cultural, and technological competences. Drawing on questionnaire data collected from five lecturers involved in localization education in Romania, the research examines course content, pedagogical approaches, perceived challenges, and the integration of CAT tools and artificial intelligence. The findings indicate a strong conceptual alignment with multidimensional competence models, but also reveal inconsistencies in technological integration and a lack of institutional support. Based on the results, the study proposes a multidimensional model of localization competence, integrating linguistic, cultural, and technological components within a broader pedagogical and institutional framework. The article contributes to advancing localization pedagogy by providing empirical evidence and supporting the development of more coherent and practice-oriented training models.
