Professional Development of ESP Teachers for Digital Transformation: Approaches, Challenges, and Policy Implications

Abstract Amid the rapid evolution of the digital economy, English for Specific Purposes (ESP) teachers – who serve as crucial links between higher education and industry – face both the pressures of transformation and the opportunities of strategic growth. Drawing on a systematic review of 50 articles from the Science Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI), and Arts & Humanities Citation Index (A&HCI) databases, this study identifies key pathways, barriers, and policy implications for ESP teachers’ career development. The findings reveal that data-driven approaches and artificial intelligence technologies are reshaping teacher training. Collaborative university–industry programs, online autonomous learning platforms, and intelligent feedback systems have become mainstream models. However, three major governance challenges persist: (1) The integration of industry knowledge and language pedagogy remains incomplete, limiting instructional effectiveness; (2) Career pathways for teachers lack institutionalization and sustainability; (3) Structural inequalities in technology access and application undermine organizational performance and educational equity. To foster the joint advancement of ESP teachers and institutional capacity, it is essential to develop an institutionalized digital empowerment platform, enhance performance feedback and decision-support systems, implement ESG-oriented teacher development policies to ensure equitable technology access, and strengthen cross-departmental collaboration. These measures can support a strategic and inclusive response to digital transformation within the education system.