From Boomers to Gen Z: Cross-Cultural Perspectives on Teacher Beliefs, Pedagogy, and AI Acceptance in Sino-Thai Higher Education

With the rapid evolution of educational technology and the resulting changes in the academic environment, the application of artificial intelligence in higher education not only involves technological change but also represents the generational transformation of educational concepts and culture in Asia. This study thus sheds light on how cross-national and generational factors influence instructors’ beliefs, classroom practices, and the implementation of artificial intelligence in Chinese language education at the university level. Based on the Technology Acceptance Model, Cultural Context Theory, and Generational Theory, we adopted an explanatory sequential mixed-methods design (survey: n = 98; interviews: n = 12) to study Sino–Thai educators across four generations. The research results have revealed two intersecting gradients: the first is the “national gradient,” which is reflected in the teaching approach of Thai instructors that is deeply rooted in local culture; the second is the “generational gradient,” which is characterized by the younger generation of instructors having a greater advantage in technological adaptability, and this generational characteristic transcends national boundaries. The intersection of these two gradients forms a complementary relationship between the stability of teaching culture and technological agility, laying a strategic foundation for the innovative development of higher education in China and Thailand.