This study proposes a practice-oriented smart teaching system embedded within the "Language + Business" curriculum module in English programs at science and technology universities

addressing the persistent disconnection between classroom learning and applied professional communication demands. Rather than equating English major training with direct business skill acquisition

the study conceptualizes professional communication as a cyclical process of contextual interpretation

strategic expression

reflective reasoning

and adaptive transfer

particularly salient in digitally mediated communication scenarios such as cross-border e-commerce.Drawing upon Outcome-Based Education

smart education theory

constructivist and situated learning theories

and university–enterprise collaboration

the proposed system comprises four interlinked components: curriculum–competence alignment

contextualized task chains

smart platform mediation

and multi-dimensional performance evaluation. The implementation emphasizes progressive "semi-real

pedagogically safeguarded" practice supported by a dual-mentor model

enabling learners to articulate communicative intentions

justify strategic choices

and refine pragmatic adaptability. Smart platforms function not merely as delivery tools

but as mediational systems that make communicative reasoning visible and traceable through learning analytics and reflective evidence.The study contributes a sustainable and transferable pathway for English major curriculum reform in the digital era by foregrounding communication ability as an interpretable developmental process. Future empirical work is recommended to examine how strategy internalization and cross-context transfer evolve across learner profiles.