<![CDATA[The accelerating integration of digital tools into English for Specific Purposes (ESP) instruction has reshaped how language education addresses professional competencies across disciplines. However, a significant gap remains in understanding how these technologies are customized to meet domain-specific linguistic and communicative needs. This study investigates trends, challenges, and pedagogical implications of technology-enhanced ESP instruction in higher education between 2019 and 2025. Utilizing a PRISMA-based protocol, 21 peer-reviewed studies were selected from Scopus and Crossref, applying strict inclusion criteria focused on mobile applications, learning management systems (LMS), virtual reality (VR), and asynchronous tools. Thematic synthesis revealed that mobile apps and LMS improved learner engagement, vocabulary acquisition, and autonomy, particularly in fields such as healthcare, engineering, and tourism. VR tools showed promise in simulating professional contexts for immersive language practice. Nevertheless, barriers such as inadequate infrastructure, uneven digital literacy, and limited teacher training continue to hinder optimal implementation. Notably, few studies provided evidence on long-term outcomes or field-specific customization of digital tools, highlighting a critical gap in sustained pedagogical innovation. This study contributes a structured overview of effective practices and persistent challenges in ESP technology integration, offering strategic insights for curriculum designers, teacher educators, and policymakers. By advocating for equity-focused, professionally aligned digital instruction, the study underscores the need for tailored innovations that bridge the divide between academic language education and real-world communication demands in specialized fields.]]>
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