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）正快速进入全球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讨论。本研究通过对美国、南非和台湾地区30位K-12教师的访谈，探讨教师如何应对生成式人工智能在教育平等问题上的张力。我们发现教师主动将生成式人工智能教育构建为一种以平等为导向的实践：他们既利用其缓解既有不平等，同时努力防止新不平等的产生。尽管付出这些努力，教师仍面临持久的系统性障碍——包括不平等的基础设施、不足的专业培训与限制性社会规范——这些障碍无法仅凭个人能动性克服。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、困境与未来构想，本研究提供了生成式人工智能教育融入K-12情境的全球性叙事，并阐明了实现其真正平等普及所需的条件。