The genre-based approach has been the dominant framework for teaching English for Academic Purposes (EAP) across various fields, using the specific genre conventions formed and shared within discourse communities as a means for learners to participate in them. However, in recent years, even established genres such as research articles have undergone changes, along with the introduction of new genres such as video and graphical abstracts. This demonstrates the multimodality of science communication as well as the fluid, overlapping functions of EAP genres that challenge traditional genre classifications and their stable features. Moreover, the impact of AI on EAP genres cannot be neglected. These changes in and around EAP genres prompted us to reconsider our approaches to EAP teaching. In this chapter, after describing the changes in EAP genres, the author introduces her graduate-level EAP course, which integrates both new and traditional genres while incorporating AI as an accepted tool in student work. Throughout this chapter, the author argues that despite the evolving nature of academic genres such as research articles and their contexts, the concept of genre remains relevant. Genre-based pedagogy should shift from learning fixed conventions to fostering an awareness of genre dynamics.