Abstract: The “Three-Teacher Classroom” model is an original teaching model rooted in China's indigenous educational philosophy, embodying profound significance in its developmental origins, essential connotations, logical framework, and collaborative pathways. From the perspective of global research and practice trends, it systematically addresses the era-defining integration of artificial intelligence and education, demonstrating exceptional innovation and leadership. In the present context, it serves as a localized response to the digital transformation of education, an ontological reconstruction of classroom teaching paradigms, a mechanism for enabling large-scale personalized instruction, and a value-driven enhancement of educational equity. As China's solution to educational reform in the intelligent era, the “Three-Teacher Classroom” model reflects distinct Chinese characteristics in its cultural heritage, architectural innovation, pathway formation, and value orientation. This model represents the contemporary transformation of indigenous educational wisdom, establishing a tripartite collaborative coexistence mechanism and presenting a three-tier progressive pedagogical logic of cognition, action, and creation. It serves as a practical pathway to modernized education in the Chinese model, contributing unique Chinese wisdom to the global digital transformation of education.