The Potential, Challenges, and Pathways of Generative Artificial Intelligence in Empowering the Professional Development of International Chinese Language Teachers

Against the backdrop of a sustained surge in global demand for learning Chinese, international Chinese language teachers face severe challenges across multiple dimensions, including cross-cultural teaching, instructional innovation, and resource development. The advent of Generative Artificial Intelligence (generative AI) offers new approaches to address these challenges; however, its value and potential risks in promoting the professional development of international Chinese language teachers have yet to be systematically explored. Drawing upon the Technological Pedagogical Content Knowledge (TPACK) framework, this paper investigates the empowering potential of generative AI for international Chinese language teachers on multiple levels. It also identifies key challenges in practical implementation, such as technological barriers, ethical and cultural sensitivities, and the integration of new technologies into teaching. Through a comprehensive analysis of these issues, the paper proposes a system-level pathway involving technological optimization, teacher capacity building, and pedagogical integration. The aim is to provide an actionable framework and strategies for the wider adoption and deeper integration of generative AI in international Chinese language education. The findings show that only when technology optimization, policy support, and teacher training work in tandem can generative AI effectively drive the professional growth of international Chinese language teachers and foster teaching innovation, thus ultimately contributing to higher-quality and more culturally inclusive sustainable development of Chinese language education worldwide.