In the post-Covid-19 pandemic era, economic instability and international travel restrictions affected by the plague and more precautious measures taken upon governmental regulations results in a shortage of qualified teaching resources in overseas Chinese language schools (CLSs) and discontinuity of heritage language (HL) education for overseas Chinese children. From the eco-logical perspective, teaching assistance based on information technology for HL education maintenance, especially for those overseas Chinese children who study in CLSs, can be implemented with multiple resources, by integrating the systems of online and offline teaching plat-forms, teaching skills, teaching staff, teaching investment and teaching materials under the collaboration of recourses both in CLSs themselves and recourses from China mainland with the help of information technology. Fragmented and fragile teaching construction can be avoided if CLSs incorporate biological niches like students, teaching staff, and CLS administrators, and non-biological niches like hardware equipment, teaching platform, teaching resources, and teaching methods. By this means, heritage language learners can maintain their HL learning through synergy and coordination of teaching resources, which includes online study apps, online open courses of higher educational institutions in China, and Chinese government support to cope with the impact of the pandemic for its sustainability of heritage language education