In the recent decades, translator’s and interpreter’s training has become of more interest in the field of translation studies. All over the world, scholars discuss the various aspects of translation and interpreting teaching with focus on curricula, learner-centred research and many other various aspects. This study is set to examine the similarities and differences between translation and interpretation programs in higher education in three continents (Africa, Europe and America), namely in Cameroon, Belgium and Canada. The aim is to propose evidence-based recommendations for curricular improvement. The methodology takes into account documentary research, field investigations. Findings reveal key gaps in practical training, theoretical foundations, and technological integration and highlight best practices across programs. The implications suggest targeted revisions to curricula such as balancing theory/practice, incorporating new technologies, or standardizing competencies, especially in Cameroon to better align with industry demands and academic standards. This research contributes to ongoing efforts to enhance translator and interpreter training, fostering adaptability in a rapidly evolving linguistic and technological landscape.