Übersetzen für den öffentlichen Diskurs als bildungsbezogene Praxis

This article offers a reflexive, practice-based analysis of translating popular texts as a form of educational and civic engagement in contemporary Ukraine. Drawing on the author’s experience as a translator and educator, the study conceptualizes translation as a situated cultural practice embedded in public discourse, institutional frameworks, and political conditions. Methodologically, the article adopts a qualitative, reflexive approach combining self-analysis, case-based examination of published translations, and analysis of editorial collaboration and audience reception. Attention is paid to translator agency, ethical responsibility, and pedagogical design in contexts marked by political violence, media acceleration, and ideological polarization. The article proposes a teaching framework based on collaborative translation projects, publication practices, and community-building among students, editors, and authors. It argues that translation can function as a mode of professional training, a form of knowledge production, and a practice of democratic participation, contributing to the circulation of ideas across linguistic and cultural boundaries.