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.