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This paper focuses on strategies for vocational foreign language education (with English as the core) to serve the Belt and Road Initiative (BRI), aiming to address the current disconnect between vocational English education and the needs of BRI-related enterprises. Using the literature review method and survey method (interviewing 12 “going global” enterprises and 8 vocational colleges), the study sorts out differences in vocational English needs across four core BRI fields—infrastructure, trade, cross-border e-commerce, and logistics—as well as the capacity focus of technical and service positions. It also analyzes core issues in vocational English education regarding curriculum content, practical teaching, cross-cultural cultivation, and teacher development. Based on this, four key strategies are proposed: constructing an “English + industry” modular curriculum system to match field-specific needs; building a “dual-qualification + internationalized” teaching team to strengthen teaching support; deepening the “school-enterprise collaboration + scenario-based” practical teaching model to enhance application capabilities; and establishing an “industry-oriented + digital” teaching resource database to provide resource guarantees. The findings indicate that vocational English education needs to achieve in-depth integration with BRI demands through multi-dimensional reforms, cultivating compound talents “capable of communication, proficient in business, and knowledgeable about culture” to support the initiative. In the future, teaching can be optimized by integrating AI technology to dynamically adapt to new cooperation trends.
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