EIREducational Innovation Research3029-18443029-1852WHIOCE PUBLISHING PTE. LTD.10.18063/EIR.v4i2.1548ArticleThe Mechanism and Path of Artificial Intelligence Empowering the Cultivation of New-Quality Talents in the Context of Sino-Foreign Cooperative Educationhttps://artdesignp.com/journal/EIR/4/2/10.18063/EIR.v4i2.1548YangYang2026422026-02-26In the context of educational digitalization and the development of new-quality productive forces, the cultivation of innovative and internationally oriented talents has become an important task of Sino-foreign cooperative education. However, traditional talent cultivation models still face problems such as insufficient curriculum integration, lack of personalized training, limited cross-cultural cultivation, and rigid teaching models. Artificial intelligence (AI) provides new opportunities for reforming talent cultivation models. This study analyzes the logic of AI empowering talent cultivation in Sino-foreign cooperative education and proposes a mechanism framework including intelligent resource integration, precise teaching adaptation, cross-cultural cultivation, innovation empowerment, and quality closed-loop evaluation. Based on the analysis of existing dilemmas such as insufficient technology integration, teachers’ digital literacy, and data security risks, this study further proposes implementation paths including intelligent curriculum systems, blended teaching models, digital teaching staff development, and governance mechanisms. This study provides a theoretical framework and practical path for promoting the intelligent transformation of Sino-foreign cooperative education and improving the quality of international talent cultivation.Artificial intelligence, Sino-foreign cooperative education, talent cultivation, blended learning, intercultural competence, educational digitalization

[1] Holmes W, Bialik M, Fadel C, 2019,Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign. https://discovery.ucl.ac.uk/id/eprint/10139722/ [2] Long P, Siemens G, 2014, Penetrating the Fog: Analytics in Learning and Education.Italian Journal of Educational Technology, 22(3): 132–137. [3] Pane J, Steiner E, Baird M, et al., 2017, Informing Progress: Insights on Personalized Learning Implementation and Effects. Santa Monica, CA: RAND Corporation [4] Redecker C, 2017, European Framework for the Digital Competence of Educators: DigCompEdu. https://doi.org/10.2760/159770 [5] Fengchun M, Wayne H, Huang R, et al., 2021,AI and Education: A Guidance for Policymakers. UNESCO Publishing. [6] Deardorff DK, 2006, Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization.Journal of Studies in International Education, 10(3): 241–266. https://doi.org/10.1177/1028315306287002 [7] Graham C, 2006, Blended Learning Systems Definition, Current Trends, and Future Directions. https://scholarsarchive.byu.edu/facpub/8152 [8] Barron BJS, Schwartz DL, Vye NJ, et al., 1998, Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning. InLearning through Problem Solving. Psychology Press.