The implementation of English for Specific Purposes (ESP) learning in higher education remains generally unsatisfactory, with persistent challenges affecting both lecturers and students. This study adopts a qualitative approach through a systematic literature review, aiming to identify the key obstacles and strategies associated with ESP instruction in universities from 2018 to 2023. Out of 96 articles initially identified, only 18 met the inclusion criteria and were found to be directly relevant to the research focus. The review reveals several recurring challenges in ESP implementation, including limited teacher competence, insufficient learning media, outdated or inappropriate teaching methods, and a lack of relevant ESP teaching materials. Broader systemic issues, such as inadequate curriculum design, limited stakeholder understanding, and a lack of assessment frameworks, also hinder effective delivery. Despite these barriers, the review highlights several benefits of ESP learning, such as enhanced content relevance, improved communication skills, alignment with industry needs, increased learner motivation, and the development of an international outlook. Addressing these implementation challenges is essential to maximizing the pedagogical and professional impact of ESP in higher education contexts.
Indrapuri et al. (Thu,) studied this question.