This article examines the effectiveness of a synergetic approach in developing translation students’ professional competence. Forty third-year students participated in a quasi-experimental study in which interactive tasks, project-based work, reflective activities and real translation scenarios were integrated into a unified instructional model. The findings demonstrated substantial improvements in linguistic accuracy, methodological awareness, communicative performance and psychological adaptability among the students who studied within the synergetic environment. The study interprets these results through the lens of synergetic mechanisms and discusses the pedagogical implications of incorporating this model into translator-training programmes.

Synergetic approach, translator education, translation competence

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