The Transformation of Teacher Roles and Professional Development Pathways in International Chinese Language Education within an AI-Assisted Paradigm

Junyan Chen; Jiongxin Chen; Yingmei Li

doi:10.54691/70f0k678

Authors

Junyan Chen
Jiongxin Chen
Yingmei Li

DOI:

https://doi.org/10.54691/70f0k678

Keywords:

Artificial Intelligence (AI), International Chinese Language Education (ICLE), Teacher Role Transformation, Professional Development, Pedagogical Innovation, Human-AI Collaboration.

Abstract

The pervasive integration of Artificial Intelligence (AI) into the educational landscape has precipitated a profound paradigm shift, compelling a systematic re-evaluation of pedagogical methodologies and educator roles across various disciplines. This paper focuses on the field of International Chinese Language Education (ICLE), a domain characterized by its unique intercultural and linguistic complexities. It posits that the advent of AI is not merely an introduction of new tools but a catalyst for a fundamental transformation of the ICLE teacher's identity and professional responsibilities. This conceptual study moves beyond a utilitarian discussion of AI applications to theoretically delineate the multifaceted role transitions required of ICLE educators—from knowledge transmitters to learning architects, from assessors to diagnosticians, from content creators to resource curators, from cultural ambassadors to intercultural competence cultivators, and from classroom managers to digital learning community orchestrators. By analyzing these evolving roles, the paper subsequently proposes a structured framework for professional development, emphasizing the cultivation of AI literacy, advanced pedagogical design principles, data-informed instructional strategies, and enhanced socio-affective competencies. The study argues that embracing a symbiotic human-AI collaborative model is imperative for the sustainable and effective development of ICLE. It concludes that the future-ready ICLE professional is not one who is replaced by AI, but one who is empowered by it, strategically leveraging technology to augment the irreplaceable human dimensions of language teaching and intercultural communication. This paper aims to provide a theoretical foundation for scholars, educators, and institutions to navigate the complexities of the AI era and to proactively shape the future of international Chinese language instruction.

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