Transcreation and Creativity in Higher Education: A Task-Based Learning Experience in the Undergraduate Program of Translation and Interpreting Díaz Millón, Mar Gutiérrez Artacho, Juncal Olvera Lobo, María Dolores translation transcreation traducción transcreación disruptive methodologies metodologías disruptivas creatividad creativity New professional profiles have recently emerged in the translation sector. Within these, transcreation is worth mentioning. Nevertheless, transcreation training is not yet extended within higher education in translation and interpreting. The main objective of this chapter is to present a task-based learning experience introduced in a French-Spanish translation course at the University of Granada (Spain), aimed at promoting transcreation and transcreation skills. This is divided into (1) to describe the task-based proposal, the materials and methods used, and its learning objectives and (2) to identify the strategies the students put into play. Students’ answers were processed with the qualitative analysis software NVivo. Results show that students activated creative strategies to adapt linguistically and culturally the materials proposed and displayed cross-curricular competences such as creativity or decision-making. Including transcreation in translation and interpreting training seems a promising line of research. Nevertheless, further progress is needed in the evaluation of transcreation. 2026-01-19T12:35:03Z 2026-01-19T12:35:03Z 2022 book part https://hdl.handle.net/10481/109898 10.4018/978-1-7998-8645-7.ch004 eng embargoed access IGI Global