<p>The study of students’ willingness to use generative artificial intelligence technology (GAIT) in business English translation teaching is of great significance for improving translation efficiency and quality. However, its impact on students’ learning outcomes and their usage intention (UI) regarding AI tools in business English translation remains underexplored. To address these issues, this study aims to examine the factors influencing students’ intention to adopt GAIT in translation tasks. A total of 376 valid responses were collected from students enrolled in business English translation programs through a structured questionnaire. The data were analyzed using partial least squares structural equation modeling (PLS-SEM) to explore the relationships between the variables, and an Artificial Neural Network (ANN) was employed to assess the non-linear effects. The results indicate that GAIT increases students’ UI to adopt translation tools, driven mainly by learning motivation (LM) and translation effectiveness (TE), with translation self-efficacy (TSE) mediating their effects. GAIT also enhances efficiency and fosters business translation professionalism (BTP), while cultural adaptability (CA) shapes learning experiences and interacts with course design, highlighting its role in integrating GAIT into translation education. Based on the research findings, the study recommends the phased integration of GAIT into business English translation curricula, emphasizing a balanced theoretical approach between AI tool usage and traditional translation practices to enhance both learning outcomes and professional skills.</p>