This study examines how English curricula in Sri Lankan engineering degree programs should be restructured to meet post-COVID-19 professional and migration-related language demands while supporting Sustainable Development Goals (SDGs) 4 and 8. It identifies the English language skills required by engineering students and graduates in academic, industrial, and migration contexts. It further evaluates how current English courses meet these needs. Data were collected through a mixed-methods online questionnaire involving current undergraduates, graduates working in Sri Lanka, and Sri Lankan engineering graduates overseas. The findings reveal significant gaps between course outcomes and real-world language demands, particularly in professional documentation, discipline-specific communication, and high-stakes oral interactions in multilingual settings. Participants reported difficulties with proficiency tests, migration procedures, diverse accents, fast-paced communication, and language anxiety. Although existing writing-focused modules provided a foundation, they were insufficient to meet the evolving professional requirements in both local and international spheres. The study concludes that engineering English curricula practiced in Sri Lankan context require systematic, needs-based revision. Emphasising authentic professional genres, proficiency test preparation, and intercultural communication would strengthen employability, improve equity in higher education (SDG 4), and support access to decent work in global labor markets (SDG 8).
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