国际中文教育是一门服务国家大局、深度融合实践的新兴交叉学科，其发展离不开学者的咨政贡献。在该领域，“代际”具有与学科成长史相联系的特殊意义，是理解如何将知识与人力资源可持续转化为现实政策影响力的重要观察点。对当前活跃在国际中文教育教学与研究一线学者的调研发现，青年学者与资深学者的咨政能力存在结构性的代际差异。差异的根源在于年龄、经验与学科范式转型，平台、团队与可迁移的经验是影响其咨政效能的关键要素，因此，有必要构建青年学者与资深学者“双层协同、动态互助”的学术—政策协作生态，化差异为互补。应从以下几方面进行优化：（1）从普适性激励转向受众分层、供给适配的赋能体系；（2）从聚焦个体成长转向打造协作互补的协作平台；（3）从论文单一评价转向激励相容的多元认可机制。

As an emerging interdisciplinary field, International Chinese Language Education (ICLE) serves the national strategic priorities and is deeply integrated with practice. The development of ICLE relies on the policy advisory contributions of scholars. In this field, “intergenerationality” carries special significance linked to the discipline's history, serving as an important observation point for understanding how knowledge and human resources can be sustainably transformed into real-world policy influence. A survey of scholars currently active in teaching and researching ICLE reveals structural intergenerational differences in policy advisory capacity between young and senior scholars. These differences primarily stem from age, experience, and disciplinary paradigm shifts, with institutional platforms, research teams, and transferable experience acting as key influencing factors of their policy advisory effectiveness. Therefore, it is necessary to construct an academic-policy collaborative ecosystem, turning differences into complementarity. Optimization should be carried out to shift (1) from universal incentives to a differentiated, supply-side empowerment system; (2) from focusing on individual growth to building collaborative and complementary platforms; and (3) from paper-only evaluation to incentive-compatible diversified evaluation mechanisms.