Existing project-based learning (PjBL) literature has not covered the differences between authentic and simulated PjBL effectiveness in improving students’ skills. This study investigated whether authentic and simulated PjBL equally improved the translation students’ employability skills and translator competence. This mixed-method study employed documentary analysis and two questionnaires to collect self-report data. Statistical tests were conducted on the result of the first questionnaire to see if authentic projects affected students’ employability skills better than the simulated one did. The analysis of the second questionnaire responses identified students’ most improved translator competence. The findings revealed that both types of PjBL equally improved students’ employability skills. However, authentic projects led to more balanced translator competence improvement. Authentic projects should be preferred as they improve more balanced translator competence. The authentic PjBL procedure used in the study also provided a model to bridge university curriculum and industry practices. The findings emphasize the value of PjBL, particularly authentic PjBL, in translation education so that PjBL is a feasible option for translation curriculum designers and a preferred learning method when students have got translation basic knowledge and skills. Using more objective skill improvement measurement, future research is suggested to cover a longer period to see more complete improvement and study the long-term impact of the improvement. © The Author(s) 2025.
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