This comparative study examines the adoption of Artificial Intelligence (AI) tools in English for Specific Purposes (ESP) at universities in the Visegrad Group (V4) countries, which include Hungary, Poland, the Czech Republic, and Slovakia. These central European universities were selected for our research due to their shared potential in regional knowledge exchange and coordinated educational development. The focus is on ESP teachers’ attitudes, readiness, and frequency of using AI tools in teaching and assessment. A mixed-methods approach was employed during the 2024/2025 summer term, which combined quantitative data from 112 ESP teachers with qualitative insights from 37 semi-structured interviews. The Kruskal-Wallis test identified significant differences among countries in both perceived readiness and frequency of AI usage. Findings indicate that Polish and Hungarian teachers demonstrate more advanced AI integration, while Czech teachers show moderate levels of adoption, and Slovak teachers exhibit lower levels. Despite understanding the benefits of ESP, such as enhanced engagement, personalisation, and teaching efficiency, ESP teachers still face challenges, including a lack of training, limited infrastructure, and insufficient funding. By mapping current practices, the study provides a foundation for future development. It highlights the need for professional training, institutional support, and coordinated strategies to ensure the effective and equitable integration of AI in ESP across the V4 region, guided by the principles of ethics and security.