In the context of 21st-century globalisation and rapid advancements in artificial intelligence (AI), intercultural literacy has emerged as a critical competency for the professional development of English educators. Grounded in Bourdieu's theory of cultural capital, which highlights the strategic utilisation of symbolic resources, and Vygotsky's sociocultural perspective on technology-mediated learning, this study investigates how AI-driven tools enhance teachers' capacity to navigate multicultural classrooms while fostering innovative professional pathways. Employing a mixed-methods approach—combining systematic literature analysis and cross-contextual case studies across 12 institutions—the research proposes a tripartite **AI-Enhanced Intercultural Literacy Framework**, addressing: (1) cognitive empowerment through adaptive generation of pedagogically relevant cultural content, (2) operational proficiency via immersive platforms for scenario-based intercultural training, and (3) affective intelligence using biosensor-informed reflective practices to address implicit biases. Structural equation modelling (SEM) analysis of data from 356 educators demonstrated significant direct effects of AI integration on intercultural literacy development (β = 0.72, *p* < 0.01) and mediated improvements in student outcomes through enhanced teaching efficacy (indirect β = 0.35, *p* < 0.05). The study introduces the **DIGITAL BRIDGE** model (Data-Informed Global Intercultural Teaching and Learning Architecture), offering actionable strategies for aligning AI-augmented pedagogy with UNESCO's 21st-century competencies, ethical protocols for culturally responsive AI implementation, and scalable solutions for global virtual team training. These findings redefine teacher agency in technology-integrated education, providing institutions and organisations with evidence-based approaches to cultivating culturally adept global citizens.

Keywords: Artificial intelligence (AI), intercultural competence, English teachers, professional development.