In recent years, two developments have been especially prominent in terms of their actual and potential impact on the activities of English for Academic Purposes (EAP) teachers working in higher education. The first of these is a surge of interest in the academic literacies ‘movement’, with its emphasis on the discipline-specific nature of academic and professional discourse, and the second is the digital transformation of education, and particularly the emergence and rapidly evolving capabilities of generative intelligence (GenAI), most obviously instantiated in so-called chatbots such as ChatGPT. This chapter explores some of the ways in which these two developments have shaped, or look likely to shape, EAP teachers’ role, and what this means both for how they are positioned within their institutions and the sector as a whole, as well as for their own sense of professional identity.