The article examines the methodological potential of interactive educational technologies for teaching economic terminology in university English for Specific Purposes (ESP) courses. Drawing on research in computer-assisted language learning, network-based language teaching, vocabulary acquisition, ESP, and task-based pedagogy, it argues that technology is effective when it supports contextualized exposure, repeated retrieval, collaboration, problem solving, and purposeful professional communication. Digital glossaries, multimedia input, collaborative documents, online discussions, interactive quizzes, corpus-informed tasks, and simulations are discussed as tools for transforming passive terminological knowledge into active communicative competence. A staged model is proposed that moves from conceptualization and controlled practice to collaborative application, professional problem solving, and independent production. The article concludes that interactive technologies should be selected according to professional needs and communicative objectives rather than technological novelty.