Abstract:

This research explores how AI-driven innovation can improve pedagogical effectiveness while aligning with broader educational sustainability goals. This article explores the role of AI tools in accelerating innovation in ESP (English for Specific Purposes), with a particular focus on Business and Legal English. As AI transforms the education ecosystem, its integration into language instruction offers new possibilities for sustainable, skill-based learning. The authors used a qualitative research methodology. The existing literature was analyzed and supported by a case study and semi-structured interviews. At first, the authors conducted non-participant classroom observation. The Authors observed six class sessions, three fully digital and three blended, over the course of four weeks. Moreover, 51 semi-structured interviews were conducted with twelve instructors and thirty-nine advanced-level ESP students. Furthermore, this research was grounded in Technological Pedagogical Content Knowledge (TPACK), Transformative Learning Theory (TLT), and Sustainable Development in Education (ESD) Framework. The results offer practical insights applicable to digital and blended learning. The result suggests that AI not only personalizes learning and improves learner autonomy but also allows the development of context-aware, ethically informed, and relevant communicative competence. Moreover, AI-driven ESP encourages sustainable education by reducing learning disparities and enabling access to high-quality language training. This research adds to the continuing discourse on pedagogy and the state of future-ready universities. These results should encourage accelerated innovation in higher education and equip learners with future-oriented skills. Additionally, this approach strengthens the role of ESP as a bridge between linguistic proficiency and socially responsible professional practice in an interconnected world.