Generative artificial intelligence (GenAI) is rapidly entering K-12 classrooms worldwide, initiating urgent debates about its potential to either reduce or exacerbate educational inequalities. Drawing on interviews with 30 K-12 teachers across the United States, South Africa, and Taiwan, this study examines how teachers navigate this GenAI tension around educational equalities. We found teachers actively framed GenAI education as an equality-oriented practice: they used it to alleviate pre-existing inequalities while simultaneously working to prevent new inequalities from emerging. Despite these efforts, teachers confronted persistent systemic barriers, i.e., unequal infrastructure, insufficient professional training, and restrictive social norms, that individual initiative alone could not overcome. Teachers thus articulated normative visions for more inclusive GenAI education. By centering teachers' practices, constraints, and future envisions, this study contributes a global account of how GenAI education is being integrated into K-12 contexts and highlights what is required to make its adoption genuinely equal.

翻译：生成式人工智能（GenAI）正迅速进入全球K-12课堂，引发了关于其可能减少或加剧教育不平等的紧迫辩论。本研究通过对美国、南非和台湾地区30名K-12教师的访谈，探讨了教师如何应对生成式人工智能在教育平等问题上的张力。我们发现教师积极将生成式人工智能教育构建为一种以平等为导向的实践：他们利用它来缓解既有的不平等，同时努力防止新的不平等产生。尽管付出了这些努力，教师仍面临持续存在的系统性障碍，即不平等的基础设施、不足的专业培训以及限制性的社会规范，这些障碍仅靠个人主动性无法克服。因此，教师提出了更具包容性的生成式人工智能教育的规范性愿景。通过聚焦教师的实践、限制因素与未来构想，本研究从全球视角阐述了生成式人工智能教育如何融入K-12环境，并强调了实现其真正平等应用所需的条件。