Zhao Min

Since the beginning of the 21st century, the informatization of society driven by the Internet, big data, and artificial intelligence has profoundly transformed education, including Russian — Chinese interpreting training at Chinese universities. The aim of the study is to substantiate and empirically test a project-based learning (PBL) model as a tool for the digital transformation of interpreter training. Methodology combines quantitative (Likert-Scale Questionnaire) and qualitative (semi-structured interviews, project report analysis) methods. Results show that PBL integrating real-life projects and ICT tools helps students develop professional competences such as digital literacy and adaptability to new interpreting formats. Conclusions: successful implementation requires fostering innovative learning approaches among students, enhancing teachers' digital literacy, and upgrading the technical infrastructure.