Amidst the dynamic evolution of international Chinese education and the prevalence of ubiquitous information，a discernible shift towards online education has materialized. This transformation，accentuated by the global pandemic in 2020，underscores the pressing need to meticulously scrutinize the role of international Chinese educators and delve into language literacy aligned with their professional attributes within the intricate tapestry of online instructional contexts.

The prevailing discourse on teacher language literacy presently lacks the requisite granularity for a nuanced evaluation of language instruction and learner language acquisition. This research on the language literacy of international Chinese educators within the realm of the internet marks a departure from conventional classroom paradigms and generic studies on teacher language literacy. The specialized inquiry not only centers on the subject matter but also intricately delineates the complexities of the teaching milieu.

This forward-looking endeavor investigates the impact of language literacy on the professional trajectory of international Chinese educators，providing empirical substantiation for innovative perspectives in their training and advancement. Furthermore，it holds profound implications for future online platforms dedicated to Chinese language learning，offering invaluable insights for the cultivation，selection，training，and assessment of international Chinese educators. This research is poised to address existing deficiencies in the training and development of international Chinese educators，fostering their autonomy in learning and facilitating multifaceted growth.