This study investigates the effective integration of Information and Communication Technology (ICT) in English for Specific Purposes (ESP) courses, particularly within engineering universities, by combining insights from cognitive science, brain science, and educational technology. The global shift to online education during the COVID-19 pandemic has underscored the critical importance of ICT in education and highlighted the need for adaptable instructional designs. Despite the widespread adoption of online tools and platforms, the effectiveness of online classes compared to traditional face-to-face instruction remains uncertain, particularly concerning variations in teachers' ICT literacy.

The research explores how differences in ICT proficiency among teachers affect teaching outcomes and class content, with findings indicating that teachers with lower ICT literacy achieve poorer classroom outcomes compared to their highly ICT-literate counterparts. Significant disparities in learning outcomes between online and face-to-face classes are observed, especially among teachers with low ICT literacy, suggesting that online classes may not be as effective as traditional ones under these circumstances.

Furthermore, the study examines differences in learning outcomes across online, face-to-face, and blended learning settings, aiming to develop instructional strategies that yield comparable results regardless of the class format. By leveraging concepts such as Aptitude-Treatment Interaction (ATI) and Treatment-Treatment-Task Interaction (TTTI), the research highlights the interplay between student characteristics, such as proficiency levels, and variations in course content and format. The study underscores the importance of tailoring class designs to both teacher ICT literacy and student characteristics to ensure effective instruction. A pilot class utilizing the Metaverse is presented as a case study, offering practical insights for incorporating new ICT tools. The outcomes of this research provide valuable considerations for educational research and practice across various subjects, emphasizing the need for effective and adaptable instructional approaches in the evolving landscape of education.

Keywords: Active Learning (AL), Blended Learning (BL), English for Specific Purposes (EPS), Communication Technology (ICT), Instructional Strategies, Educational Technology and Metaverse.