Abstract
This study investigates the role and scope of English for Specific Purposes (ESP) in International Relations, International Law, and International Economic Relations programs at universities, with a focus on whether ESP instruction should span all four years of undergraduate studies or be limited to the initial two. Drawing on the recent curriculum changes at the University of World Economy and Diplomacy (UWED) in Tashkent, which reduced ESP instruction to the first and second years, the paper analyzes both the advantages and limitations of each approach. A comparative perspective is provided through curriculum structures of leading institutions such as Georgetown University (USA), University of Geneva (Switzerland), and SOAS University of London (UK). The findings highlight the pedagogical, linguistic, and professional implications of sustained ESP education across the undergraduate cycle.