This article examines the crucial role of authentic texts in fostering sociocultural competence within the framework of English for Specific Purposes (ESP). In an era marked by intensified globalization and intercultural collaboration, linguistic proficiency alone is insufficient for effective communication in professional and academic domains. Rather, success increasingly hinges on learners’ ability to navigate the cultural norms, communicative conventions, and implicit meanings embedded within real-world discourse. The paper posits that the intentional integration of authentic materials, including but not limited to professional reports, technical documentation, academic publications, corporate correspondence, audiovisual media, and industry-specific communications, provides an indispensable bridge between abstract linguistic instruction and the practical demands of professional communication. Drawing on established theories of communicative and sociocultural competence, the study delineates the core components of sociocultural awareness relevant to ESP learners: pragmatic adaptability, intercultural sensitivity, discourse conventions, and the ability to interpret context-dependent meanings. The pedagogical rationale for authentic text use is examined in depth, emphasizing how such materials promote contextualized language learning, expose students to discipline-specific register and genre, foster higher-order thinking skills, and stimulate learner autonomy and motivation. Building on this theoretical foundation, the article presents a set of practical strategies for selecting, adapting, and integrating authentic texts into ESP curricula, taking into account disciplinary variation, learner proficiency levels, and instructional goals. Special attention is given to scaffolding techniques, task-based learning models, and the use of digital tools to support accessibility and engagement. The discussion also addresses potential pedagogical and logistical challenges, such as lexical density, cultural opacity, and time constraints for both instructors and learners. In response, the article offers evidence-based solutions, including the use of graded materials, cross-cultural pre-task discussions, and collaborative learner-led exploration of industry-relevant sources. The practical contribution of this study lies in the implementation of two complementary dimensions, Learner-Generated Materials for Social Impact and Learner-Generated Materials for Professional Simulation, as a means of fostering sociocultural competence through authentic materials in ESP instruction. The first dimension engages students in interdisciplinary projects rooted in Ukraine’s current socio-political context and the UN Sustainable Development Goals, resulting in podcasts, posters, brochures, or infographics created using digital tools such as Padlet and Canva. The second dimension focuses on students’ professional growth, involving the production of authentic documents such as CVs, cover letters, lesson plans, and annotated translations that reflect real-world professional scenarios. These two strands combine authentic genre-based input with task-based, collaborative output, cultivating functional language skills, intercultural reflection, and students’ emerging professional identities. Ultimately, the article argues that a holistic and strategic approach to incorporating authentic materials is not a supplementary enhancement but a foundational necessity in ESP instruction. Such an approach ensures that learners are not only equipped with the linguistic skills required for professional communication but are also prepared to operate with intercultural competence, critical awareness, and communicative agility in diverse and dynamic global environments. By anchoring language learning in authentic, culturally rich discourse, ESP educators can better prepare learners to meet the evolving demands of their professional fields with both fluency and appropriateness.