As digital ecosystems continue to expand, English Language Teaching (ELT) in higher education is undergoing a paradigm shift. Rather than treating technology as an auxiliary tool, this paper conceptualizes digital platforms, artificial intelligence, and multimodal communication channels as co-creators of the learning environment. It argues that the next phase of ELT innovation must move beyond digitizing traditional practices to reimagining pedagogy itself—emphasizing collaboration, learner agency, and adaptive feedback systems. This theoretical exploration draws on frameworks from sociocultural theory and digital literacy studies to propose a model of “hybrid pedagogy,” where physical and virtual learning spaces intersect. The paper highlights three critical dimensions: (1) the role of digital tools in shaping linguistic identity and communicative competence, (2) the potential of adaptive learning systems to create individualized learning trajectories, and (3) the ethical and equity implications of technology-mediated instruction. By reframing digital tools as integral to meaning-making rather than mere delivery systems, this study challenges educators and curriculum designers to envision ELT as a dynamic, participatory process that prepares students for global communication in digitally saturated environments.

English Language Teaching, Hybrid Pedagogy, Digital Literacies, Higher Education, Educational Innovation, Physical Learning, Virtual Learning, Digital Tools