Against the backdrop of digital transformation in higher education, traditional dual-instructor collaborative teaching faces structural challenges such as insufficient coverage of personalized education, delays in integrating cutting-edge industry content, and slow iteration of teaching resources, making it difficult to meet the training needs for application-oriented and innovative design talent in the new era. To address these teaching challenges, this paper uses generative artificial intelligence (Generative AI, GAI) as a technological enabler to explore innovative pathways for the deep integration of intelligent technologies with collaborative teaching by university and industry instructors. Grounded in policy guidelines and pedagogical realities, the study comprehensively employs literature review, expert interviews, action research, questionnaire surveys, and case studies. Following a three-stage research paradigm of “theoretical construction—pilot implementation—iterative dissemination,” it systematically elucidates the underlying mechanisms, implementation framework, and practical pathways for GAI-enabled dual-instructor classrooms. The research findings indicate that by establishing a three-party closed-loop collaborative teaching model of “full-time faculty + industry mentors” empowered by GAI, and by building a smart teaching platform that integrates intelligent resource generation, dynamic assessment of student learning progress, online dual-teacher collaboration, and multidimensional teaching evaluation, enables the establishment of a three-dimensional comprehensive evaluation system characterized by “complementarity between process and summative assessment, linkage between campus and industry, and integration of intelligent data with human judgment.” This effectively addresses issues such as low efficiency in traditional classroom teaching, weak industry-education integration, and a one-dimensional evaluation system. The study confirms that the deep integration of GAI technology with dual-teacher collaborative teaching overcomes the temporal, spatial constraints, and collaboration barriers of traditional dual-teacher teaching, achieving mutual value enhancement through both technological efficiency gains and practical empowerment. These research findings provide a replicable practical model for the digital teaching reform of applied courses in higher education institutions—particularly private universities—and offer theoretical guidance and practical support for innovative smart teaching in design disciplines and the advancement of industry-education integration in talent development.

Zhao Yin. Generative Artificial Intelligence Empowering Classroom Teaching: Innovation and Practice of the Dual-Teacher Collaborative Teaching Model. Frontiers in Educational Research (2026), Vol. 9, Issue 9: 82-88. https://doi.org/10.25236/FER.2026.090912.

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