This chapter argues that teachers are central to turning curriculum into real learning, yet many places in the Global South face shortages, uneven preparation, heavy workloads, and weak ongoing support. AI may be able to help, if used well, in reducing the load of administrative tasks, helping plan lessons and create differentiated materials, offer scalable coaching and simulations, and supporting professional learning communities. But we warn that impact depends on strong foundations: teacher AI literacy (teaching about, with, and critically on AI), ethical safeguards and privacy, reliable infrastructure, and keeping teacher judgment in the loop. We stresses that effective tools must embed local pedagogy and subject expertise, not just generic technology. The chapter concludes that AI’s role is to augment, not automate, professional capacity. Realizing its potential requires systemic investment in teacher training, ethical frameworks, and the co-design of AI tools imbued with local pedagogical and content knowledge to empower teachers as critical, reflective practitioners.