Large language models (LLMs) present both opportunities and challenges for intercultural teaching in EFL contexts. This study examined Chinese university EFL teachers’ readiness to adopt LLMs through the lens of Technology Readiness and Acceptance Model. Building on the Technology Readiness Index and Technology Acceptance Model, this study investigated how optimism and innovativeness affect Chinese EFL teachers’ perceptions and intention of using LLMs in teaching intercultural competence. Data were gathered from EFL teachers attending intercultural teaching workshops across Chinese universities. Structural equation modeling results revealed that optimism shaped teachers’ views on LLMs’ usefulness and ease of use. While innovativeness influenced both perceptions and behavioral intentions, optimism showed no direct impact on usage intentions. Both the perceived usefulness and ease of use positively affected participants’ willingness to adopt LLMs in teaching intercultural competence. These findings extend current understanding of AI technology adoption in intercultural education.