Abstract
This mixed-methods study examines the perceptions of translation students on collaborative projects utilizing artificial intelligence in the “Theory and Practice of Intercultural Communication” course and finds the elements affecting their learning satisfaction. The study utilizes a sample of 39 second-year undergraduate translation students from the “6B02301 — Translation Studies” program at the Buketov Karaganda National Research University. The course assignments included AI-based projects such as designing a “country of your dreams,” talking avatars, podcasts, multilingual stories, and 3-2-1 summaries via WhatsApp, as well as using digital dictionaries and visual services such as Canva, Padlet, etc. The last survey, consisting of both scaled and open-ended questions, helped us figure out which topics and activity formats students think are most important for developing intercultural competence and collective intelligence; which teaching methods are linked to high ratings for the course and teacher; and how the experience of taking part in such projects can be used to create a divergent learning space. The results showed that most students were quite happy with the course and also asked for more innovative, AI-supported projects and a better mix between solo and group work.