<![CDATA[GenAI can make ESP reading meaningful rather than task-oriented. Few studies have examined how human–AI collaboration affects higher education ESP reading pupils. Human–AI collaboration in ESP reading classes, student participation in AI-supported reading activities, and meaningful learning were evaluated in this study. One instructor and fifteen undergraduate Islamic Education Study Program students engaged in a qualitative case study. Data was collected through classroom observations, semi-structured interviews, document analysis, field notes, and utilised Miles, Huberman, and Saldaña's interactive model and thematic analysis. The findings show three interconnected pedagogical transformations: (1) Human–AI collaborative pedagogy redefined lecturers, students, and AI in knowledge construction; (2) AI-supported reading increased students' engagement through active questioning, collaborative discussion, and confidence in interpreting academic texts; and (3) Human–AI Collaboration promoted critical inquiry, reflective dialogue, and discipline. ]]>
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