Since English became a lingua franca, AI tools and social media platforms are widely used in academia. Educators, researchers, and university teachers from different countries, backgrounds, and specialties often seek to enhance their linguistic competence by using AI tools to learn specialized English, as well as digital platforms for interacting and communicating. This study examines the role of AI and new media platforms in enhancing the specialized English competence of Biology teachers participating in an EMI training programme at the University of El Oued, Algeria. A mixed-methods approach is adopted. A combined descriptive-analytical design for analysing quantitative data with thematic analysis of open-ended responses based on Braun and Clarke’s (2006) framework reinforces the overall validity and depth of the study. Data are collected using a semi-structured questionnaire. Twenty Biology teachers enrolled in the EMI training programme participated. The findings demonstrate that AI tools and new media platforms contribute significantly to the development of specialized English proficiency. Participants' linguistic skills are notably enhanced, specifically discipline-specific vocabulary, scientific terminology, and professional communication. However, several challenges and restrictions are discussed, including subscription costs, limited free versions, and occasional inaccuracies in AI-generated content. The study concludes that AI tools and new media platforms contribute to the development of Biology teachers’ academic, professional, and digital communicative competence when their use is supported by institutional guidance, continuous professional training, and responsible evaluation.