With artificial intelligence (AI) becoming more present in ed- ucation globally, it is essential to consider how cultural con- texts shape teachers’ perspectives, an understanding that sup- ports more inclusive and sustainable learning systems. This study draws on the African philosophy of Ubuntu to frame our cross-cultural investigation of how children conceptu- alize AI through the lens of their teachers. We conducted semi-structured interviews with twelve middle school teach- ers in Nigeria and the United States, asking them to interpret AI-themed essays written by students. These teacher reflec- tions revealed differing educational priorities, cultural val- ues, and infrastructural realities: U.S. educators’ interpreta- tions centered on personal development and future careers, while Nigerian teachers highlighted students’ focus on fam- ily, community well-being, and practical societal challenges. Nigerian participants also pointed to the need for improved infrastructure (e.g., electricity, internet), broader AI literacy, and education policies that reflect local needs. Our findings il- lustrate how culturally grounded worldviews, such as Ubuntu, shape interpretations of AI and its role in society, and sug- gest that AI education is never culturally neutral. We argue that AI literacy initiatives must be designed not only to teach technical skills but also to support educational sustainability, defined here as inclusive, resilient, and culturally responsive learning systems capable of evolving within diverse contexts. We offer actionable recommendations for the HCI commu- nity to co-design AI education tools that foreground collec- tive well-being, foster global digital citizenship, and reduce epistemic exclusion in the development of future technolo- gies.

This paper presents a new approach to engaging children in Nigeria to share their views of AI. This approach is centered on an inclusive writing contest for children in a secondary school in Abuja to write about AI to compete for prizes and share their writings with others. A preliminary analysis of the first 11 articles we received exhibits diverse gender and ethnic representation that conveys cultural values and perspectives distinct from those of the children in Western countries. This finding suggests future work to conduct an in-depth cross-cultural analysis of the articles and to replicate similar writing contests to engage children in other underrepresented countries.