<![CDATA[The development of sustainable tourism requires tourism professionals who possess not only technical and communication skills but also an understanding of environmental, cultural, and social sustainability. In this context, English plays an important role in communicating tourism information, promoting destinations, interpreting cultural and natural heritage, and encouraging responsible tourist behavior. This study aims to analyze the concept of English for Sustainable Tourism, identify the challenges of its implementation, and examine its implications for vocational higher education. This study employed a qualitative approach using a literature review method. Relevant academic articles, books, and institutional documents were analyzed through content analysis, thematic categorization, comparison, and synthesis. The findings indicate that English for Sustainable Tourism represents an extension of English for Tourism by integrating three interrelated competencies: English language competence, professional tourism communication competence, and sustainability competence. However, its implementation in vocational higher education still faces challenges, including limited sustainability-oriented teaching materials, curriculum integration, lecturer preparedness, and assessment practices that tend to emphasize linguistic competence. The study suggests that sustainability should be systematically integrated into learning outcomes, teaching materials, learning activities, and assessment. Contextual and authentic activities, such as role plays, case studies, project-based learning, and destination interpretation simulations, can support the development of both language and sustainability competencies.Keywords: English for Sustainable Tourism; English for Tourism; sustainability competence; vocational higher education; tourism education]]>
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