JCERJournal of Contemporary Educational Research2208-84662208-8474Bio-Byword Scientific Publishing Pty. Ltd.10.26689/JCER.v10i8.15197ArticleUnderstanding Translation Learning Beliefs in the AIGC Era: A Cross-Year Study of Translation Majors and Its Implications for Translation Educationhttps://artdesignp.com/journal/JCER/10/8/10.26689/JCER.v10i8.15197TangJing20261082026-08-31In the age of Artificial Intelligence Generated Content (AIGC), translation learning beliefs have been reshaped. This study surveyed translation learning beliefs among translation major students across four academic years at a Chinese university featuring science and technology. Focus group discussions were organized with students from the first year to the fourth year. Data were analyzed under Horwitz’s learning belief framework as a conceptual perspective. The findings show that multidimensional translation learning beliefs are influenced by AIGC. Instead of displaying a linear progression, academic-year differences were mainly found in the emphasis, specificity, and patterns. The findings give pedagogical implications such as stage-sensitive belief support, reflective AI use, and professionalism cultivation for translation education.Translation learning beliefs, AIGC, Translation major students, Translation education

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