<![CDATA[The Artificial Intelligence (AI) integration into English for Specific Purposes (ESP) instruction has brought up both new opportunities and difficulties in language instruction. This study investigates ESP teachers’ views on AI integration, focusing on teachers’ readiness, perceived advantages, and encountered obstacles in ESP instruction. Employing a qualitative descriptive design, data were collected through semi-structured interviews with six ESP teachers from public and private universities and polytechnics in East Java, Indonesia. The participants were purposively chosen based on their experience in teaching ESP and exposure to AI-assisted learning approaches. Data were examined thematically using Braun and Clarke’s thematic analysis. The results show that teachers generally interpret AI as pedagogically beneficial for improving instructional efficiency, generating contextualized ESP materials, providing rapid feedback, and supporting students’ autonomous learning. However, teachers’ readiness for AI integration remains conditional and influenced by AI literacy, pedagogical considerations, ethical concerns, academic integrity, and institutional support. The study also identifies several obstacles, including student overreliance on AI, inaccuracies and hallucinations in AI-generated content, limited infrastructure, and the absence of clear institutional policies regarding AI use in academic settings. The study highlights the importance of AI literacy, ethical guidelines, and institutional support to ensure responsible and pedagogically meaningful AI integration in ESP education.]]>
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