Exploring Keller's Arcs instructional design model and Bloom’s taxonomy in teaching entrepreneurship in translation and interpreting studies

Abstract

Instructional design benefits from integrating models like Bloom's Taxonomy and Keller's ARCS Model to create engaging and compelling learning experiences. This is particularly relevant for teaching entrepreneurship in translation and interpreting studies, which requires both theoretical knowledge and practical application. Entrepreneurship education is vital in this field, as it empowers graduates to adapt to rapid industry changes and pursue opportunities beyond traditional roles. Keller's ARCS Model (Attention, Relevance, Confidence, Satisfaction) is a widely used motivational model in online and blended learning to address learner motivation. Bloom's Taxonomy is a long-standing framework that classifies ways of thinking and is used for curriculum design and assessment. The proposed framework integrates these two models to align motivational strategies with cognitive development. It guides learning outcomes through a step-by-step path, fostering deeper cognitive engagement with entrepreneurial ideas (Bloom's levels) while supporting sustained motivation (ARCS). This comprehensive approach equips students to acquire essential entrepreneurial skills and remain engaged, preparing them for success as entrepreneurial translators.