Over the years, higher education has continuously adapted to societal changes, responding to globalisation and internationalization (Macaro et al., 2018), evolving workplace demands (Gayraud et al., 2011), digitization (Belcher, 2023; Hafner & Pun, 2020), and more recently, the rise of AI-based communication tools (Cope & Kalantzis, 2024). Throughout these transformations, the English language has taken on an increasingly pivotal role as core knowledge for students and professionals worldwide. English for Specific Languages (ESP) has been uniquely positioned to address these shifts. While it shares many elements with other teaching approaches such as Communicative Language Teaching (CLT), Task-Based Language Teaching (TLBT), Content and Language Integrated Learning (CLIL), and English Medium Instruction (EMI) (Anthony, 2018), ESP can be distinguished from these approaches through its traditional focus on specialist informants and context-driven teaching materials that target specific varieties of English (Paltridge & Starfield, 2013). Despite its many strengths, the viability of ESP in some areas of the world is called into question. Many universities in non-English-speaking regions face critical challenges, including a shortage of trained ESP specialists and insufficient research collaborations with industry professionals. These limitations hinder the ability to keep teaching methods and programs aligned with evolving workplace practices, underscoring the urgent need for innovative strategies in ESP. For such contexts, how can ESP continue to be a legitimate and driving force in English language teaching? How can we foster stronger collaborations with professionals in the design of our teaching programs and assessment practices? How can we adapt ESP to the increasing demands for EMI, where language specialists may need to teach content as non-disciplinary experts? Additionally, how can we support non ESP-trained colleagues in teaching ESP courses, and ensure the relevance of our programs in a rapidly changing professional landscape? This presentation will explore some practical approaches to these challenges, including strategies for maintaining the relevance of ESP in the face of AI-driven communication practices. References: Anthony, L. (2018). Introducing English for Specific Purposes. Routledge. Belcher, D. D. (2023). Digital genres: What they are, what they do, and why we need to better understand them. English for Specific Purposes, 70, 33–43. https://doi.org/10.1016/j.esp.2022.11.003 Cope, B., & Kalantzis, M. (2024). Generative AI as a writing technology: Challenges and opportunities for education. In M. A. Peters & R. Heraud (Eds.), Encyclopedia of Educational Innovation. Springer. Gayraud, L., Simon-Zerca, G., & Soldano, C. (2011). Université: Les défis de la professionnalisation. Céreq. https://www.cereq.fr/sites/default/files/2018-09/d46dbc98d5f031a70caea67d4f1e374e.pdf Hafner, C. A., & Pun, J. (2020). Special Issue: English for Academic and Professional Purposes in the Digital Era. RELC Journal, 51, 3–13. https://doi.org/10.1177/0033688220917472 Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36–76. https://doi.org/10.1017/S0261444817000350 Paltridge, B., & Starfield, S. (Eds.). (2013). The handbook of English for Specific Purposes. Wiley-Blackwell.