A Study on the Reform of English Curriculum for Vocational Bachelor's Programs under the Integration of Eco-Translatology and Artificial Intelligence

Abstract

This study investigates the integration of Eco-Translatology and Artificial Intelligence (AI) in the reform of English curriculum for vocational undergraduate programs. As AI technologies such as machine translation, AI-assisted writing tools, and conversational chatbots become increasingly common in language education, they offer new opportunities to enhance teaching efficiency and professional relevance. Eco-Translatology, which emphasizes adaptive transformation across linguistic, cultural, and communicative dimensions, provides a theoretical foundation for guiding AI integration in translation-based instruction. The research proposes a triadic integration model that combines AI applications, ecological translation principles, and vocational competence development. Through literature review, instructional design, and simulated data analysis, the study explores how AI tools can be effectively embedded into English teaching methods, content design, and assessment systems. Key findings suggest that integrating AI tools supports student engagement, reflective learning, and skill acquisition aligned with real-world vocational contexts. Practical strategies are offered in three areas: transforming instructional approaches using AI tools, enhancing course content with authentic and AI-generated texts, and developing a process-oriented, feedback-rich evaluation system. These recommendations aim to foster students’ digital literacy, translation adaptability, and professional communication competence. This research contributes to the ongoing discourse on intelligent and ecological approaches in language teaching and offers theoretical and pedagogical references for future-oriented curriculum design in vocational English education.