This paper conducts a systematic investigation of the phenomenon of classroom silence among Chinese students in international educational contexts through an integrated analytical framework. Adopting a intercultural theoretical perspective, the study delves into the intricate cultural and psychological underpinnings that sustain this phenomenon. The research transcends oversimplified causal attributions by comprehensively examining the formation mechanisms of classroom silence across three interrelated dimensions: individual psychological characteristics, sociocultural norms, and educational institutional structures. Building upon this foundation, the paper reconceptualizes silence itself through a differentiated typology, illuminating the dual functions that silence exercises in cognitive processing and affective experience while clarifying its multifaceted pedagogical significance. On the basis of these analytical insights, the study further proposes a series of evidence-based pedagogical strategies tailored for foreign educators, advocating for pedagogical innovation grounded in cultural inclusivity so as to restore education to its fundamental mission—fostering comprehensive human development.