Abstract Demand for Audiovisual Translation (AVT) competences has grown markedly, yet many institutions face constraints that limit the feasibility of standalone AVT programs. This study investigates an embedded approach that integrates a short subtitling unit into a general translation curriculum to develop EMT-aligned competences. We report on a six-week subtitling module delivered within an MA in Translation and Interpreting at a Hong Kong university, using a mixed-method design to evaluate learning outcomes. Findings show substantial gains in technology and translation domains: students progressed from limited prior exposure to demonstrated proficiency with professional workflows in OOONA, improved timing/segmentation and parameter compliance, and enhanced post-editing and proofreading, dialogue condensation, and problem-solving under spatial/temporal constraints. The results suggest that a compact, resource-efficient subtitling module can strengthen core translation competence while building AVT-specific skills, offering a scalable pathway for institutions operating under curricular and staffing constraints. This integrated model aligns with the EMT 2022 competence framework across Technology, Translation, Personal/Interpersonal, and Service Provision domains, and provides a practical response to evolving media localization demands in the region.
Li et al. (2026) studied this question.