This research sought to present a framework for examining the pedagogical feasibility of utilizing AI-powered translation tools in the Iranian educational setting. The first phase involves categorizing these tools based on their practicality within the Iranian setting. To this aim, a comprehensive list of such tools was made, followed by a qualitative categorization. The tools were categorized into two main groups. The first group was further subdivided into four categories: those that neither support Persian nor offer free plans, those that are free but do not support Persian, those that support Persian but are available on paid plans either from the outset or after a free trial with a limited word count, and those that, despite supporting Persian and being free, have limited accessibility due to sanctions or filtering. These tools are deemed to have almost no pedagogical value in the Iranian educational setting. The second group includes those tools that support Persian, are free, and are readily accessible, allowing for seamless integration into the translation pedagogy, hence their pedagogical value. In fact, throughout the first phase, a combination of linguistic and non-linguistic factors including environmental constraints related to political, cultural, and economic issues are at work. The second phase, which involves selecting the appropriate tool, depends on the instructor's chosen epistemological and psychological approaches to teaching, which means from among the approved tools from the previous phase, the one which best aligns with the features of the adopted approach must be utilized.
