This article presents a comparative analysis of institutional approaches to integrating theory and practice in translation studies within the higher education systems of Slovakia and Uzbekistan. Focusing on Comenius University in Bratislava, Matej Bel University in Banská Bystrica, the University of Prešov, and Constantine the Philosopher University in Nitra, the study examines curricular design, pedagogical orientation, technological integration, and professional engagement. The findings highlight both shared foundations in theoretical and linguistic training and significant differences in practice-oriented instruction, use of translation technologies, and alignment with international professional standards.

translation studies; translator education; theory–practice integration; Slovak universities; Uzbek higher education; functionalist translation theory; CAT tools; communities of practice; curriculum development.

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