English for Specific Purposes (ESP) has progressed from a narrowly defined branch of applied linguistics into a cornerstone of professional preparation in non-Anglophone contexts. Although its contribution to subject-related language proficiency is well documented, the ways in which ESP catalyses broader professional competence remain under-researched. The present mixed-method study investigates the impact of an integrated ESP programme on engineering undergraduates at three Central Asian universities. Quantitative data, obtained from a pre- and post-course Professional Competence Self-Assessment Scale (n = 186) and performance-based tasks, were complemented by qualitative evidence from classroom observations, semi-structured interviews, and corpus analysis of student artefacts. Results demonstrate statistically significant gains across cognitive, social, and affective dimensions of competence, with the largest improvement linked to intercultural teamwork and reflective problem-solving. Qualitative findings reveal that authenticity of tasks, iterative genre practice, and dialogic feedback were key drivers of change. The article argues that ESP functions as a boundary object connecting disciplinary knowledge, language expertise, and workplace practice, thereby fostering employability and lifelong learning dispositions. Policy implications for curriculum design, accreditation standards, and faculty development are discussed.

English for Specific Purposes, professional competence, engineering education

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