This special issue brings together interdisciplinary research that explores contemporary developments, challenges, and innovations in language education, discourse analysis, and educational technology. The issue welcomes studies examining language teaching and learning practices, English for Specific Purposes (ESP), student engagement and participation, collaborative learning, curriculum and textbook evaluation, as well as the integration of artificial intelligence and digital technologies in educational settings. It also highlights research on discourse and media studies, particularly investigations into how language constructs ideology, represents social realities, and influences public understanding of significant issues. By combining perspectives from applied linguistics, education, communication studies, and technology-enhanced learning, this issue aims to advance scholarly discussions on effective language instruction, critical literacy, digital transformation, and the evolving role of language in contemporary society. Contributions that offer theoretical insights, empirical findings, and practical implications for educators, researchers, policymakers, and practitioners are particularly encouraged.