This research aims to explore how English for Specific Purposes (ESP) teachers and practitioners utilise new technologies, e.g. Massive Open Online Courses (MOOCs), webinars, online platforms, etc. as a means of self-scaffolding in order to exceed their threshold in pedagogical, linguistic, and discoursal competencies in various ESP domains. The current study analyses the data provided by ESP teachers and practitioners from various educational backgrounds. The findings obtained via a questionnaire show to what extent ESP teachers and practitioners exploit new technologies as a means of self-scaffolding, but also offer a classification of the tools, strategies, and opportunities available for their self-directed professional development. Furthermore, various electronic self-scaffolding resources are discussed and evaluated according to their accessibility, applicability, and popularity among teachers. While this research is not concerned with crosscultural differences in ESP teacher education, broadly speaking, it is concerned with gathering data from various teaching environments with a view to providing a universal representation of current trends in ESP teacher education. Offering an up-to-date model for ESP teacher education is an important implication of this research whose findings could serve as guidelines and contribute to material development. [For the complete volume, "ESP Teaching and Teacher Education: Current Theories and Practices," see ED595614.]