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Ergonomics, well-being and sustainability in translator training environments

Issues, concerns and potential solutions

ORCiD logo with link | Toronto Metropolitan University
Published online: 27 January 2026
DOI logo with link
https://doi.org/10.1075/ts.25005.zap
Abstract
This study investigates ergonomics, well-being and sustainability in translation through the eyes of trainers and students, drawing on insights from a small-scale survey involving 60 respondents from Canada and beyond. Participants highlighted challenges related to non-ergonomic conditions and tools in educational environments, which often contribute to health issues and frustration. They also reported on strategies to cope with or prevent health issues, as well as on their use of mobile devices and speech-based techniques and tools in their academic work. The findings underscore the need for interdisciplinary research on ergonomics and well-being in translator training, and point toward implications for developing practices that support long-term health and career sustainability among trainers and students. This study also advocates for the gradual integration of speech-based multimodal technologies, as well as physical activity, into translation curricula, aligning with the demands of the ubiquitous computing era and prioritizing ergonomics for trainers and students.
Article outline
  • 1.Introduction
  • 2.Why ergonomics, well-being and sustainability matter
  • 3.Surveying trainers and students on ergonomics and well-being
    • 3.1Responses from translator trainers
      • 3.1.1Demographics
      • 3.1.2Where work happens
      • 3.1.3Device use, familiarity, and satisfaction
      • 3.1.4Health issues, concerns, and remedies
      • 3.1.5Translator trainers on ergonomics at work
      • 3.1.6Trainers’ uses and knowledge of speech-based techniques and tools
    • 3.2Responses from translation students
      • 3.2.1Demographics
      • 3.2.2Where work happens
      • 3.2.3Device use, familiarity, and satisfaction
      • 3.2.4Health issues, concerns, and remedies
      • 3.2.5Translation students on ergonomics at school
      • 3.2.6Students’ uses and knowledge of speech-based techniques and tools
    • 3.3Concluding remarks on survey results
  • 4.Potential solutions within reach for improved ergonomics and well-being
    • 4.1Speaking (translated) texts on multimodal devices
    • 4.2Moving, exercising and practicing sports
  • 5.Conclusion
  • Acknowledgements
  • Notes
  • References
References (43)
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