Translation education, though vital for global communication, is comparatively under-explored; therefore, this study revisited Ajzen’s Theory of Planned Behavior (TPB) to examine how students’ beliefs drive engagement in translation programs through a newly proposed model. Researchers created and validated a TPB questionnaire using a Reflective-Reflective Higher-Order Construct framework, then gathered data from 45 undergraduate and graduate students attending ten Saudi universities. Measurement and structural models were assessed with Partial Least Squares Structural Equation Modeling, and bootstrapping with 5 000 subsamples confirmed the statistical significance of every path in the model, establishing strong reliability and validity for the four TPB constructs—intention, attitude toward behavior, subjective norm, and perceived behavioral control.
Collectively, these constructs predicted students’ planned-behavior beliefs, with no significant differences detected by gender or education level, indicating comparable beliefs across groups. Thematic analysis of open-ended responses revealed learners’ desire for more practical training, specialized coursework, and stronger technology integration within translation curricula. By coupling social-psychological theory with translation education, the study supplies a validated model for future investigations and urges curriculum designers and policymakers to embed psychological constructs when shaping translation programs.