Equivalence Theory in Translation Pedagogy: A Conceptual Synthesis from an Islamic Educational Perspective

Abstract

This study examines the conceptual integration of Equivalence Theory into language education from an Islamic educational perspective. The study addresses the limited conceptual articulation of how translation equivalence can be connected with Islamic educational values and pedagogical objectives. A qualitative document analysis combined with conceptual synthesis was employed to examine 15 peer-reviewed, open-access studies published between 2016 and 2026, complemented by seminal theoretical works on translation equivalence and Islamic educational thought. The analysis focused on four dimensions of equivalence lexical and grammatical, textual, and pragmatic and examined their pedagogical implications and conceptual alignment with amanah, itqan, ta'dib, and li-ta'arafu. The findings indicate that the progression across equivalence levels provides a conceptual basis for developing learners’ linguistic awareness, textual competence, pragmatic sensitivity, and intercultural understanding. The synthesis further suggests that translation can be positioned within an Islamic educational framework in which accuracy and responsible meaning transfer are associated with amanah, quality and carefulness with itqan, moral and intellectual discipline with ta'dib, and intercultural mediation with li-ta'arafu. The study proposes a conceptual pedagogical framework that connects translation competence with linguistic, intercultural, and ethical dimensions of learning. As a conceptual framework, its pedagogical applicability requires further empirical validation through classroom-based research.