<![CDATA[Abstract English communication in higher arts education is rarely examined across artistic practice, creative entrepreneurship, global engagement, and digital learning together, and most needs analyses rely mainly on students’ voices. This qualitative single-case study at Institut Seni Budaya Indonesia (ISBI) Bandung identified art students’ English communication needs from an English for Specific Purposes (ESP) perspective and explored how they inform a digitally nuanced Art-Entrepreneurial English Speaking (AEES) model that incorporates autonomy learning. Interviews, non-participant observation, and institutional documents were analysed from 26 purposively selected participants (students, lecturers, academic leaders, a PNBP and cooperation unit representative, and an administrative staff member). Staged coding in NVivo 12 yielded five categories: institutional drivers, artistic, entrepreneurial, and global communication, and autonomy learning. These were synthesised into three dimensions (artistic, entrepreneurial, and global communication), with autonomy learning as a cross-cutting dimension and institutional drivers as a supporting condition. Students’ difficulties lie less in general proficiency than in unscripted moments, such as audience questions and explaining cultural meaning to outsiders, many of which already occur on phones and social media. The study therefore recommends an AEES model that threads a digital layer through the three dimensions and rests on autonomy learning and institutional support. The model is a conceptual recommendation, not yet empirically developed, piloted, or tested. Keywords: English For Specific Purposes; Needs Analysis; Higher Arts Education; Art-Entrepreneurship; Autonomy Learning; Digitally-Nuanced Learning Model.]]>
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