This article problematizes simplistic Global North–South binaries in artificial intelligence in education discourse and implementation. The author draws on dual teaching experiences in Canada and Paraguay to demonstrate the diversity within and across regions, and challenges notions of a homogeneous “Global South.” The analysis emphasizes the importance of incorporating local actors’ perspectives when introducing new technologies rather than centering outside entities. It advocates examining the specific causes, conditions, and complexities within particular countries to develop tailored AIED solutions. Using Paraguay as (...) a case study, the article explores the ethical and contextual considerations necessary for developing AIED solutions aligned with local realities. The conclusion argues that real progress in equitable AIED requires looking past technological solutionism and deficit narratives, empowering communities to guide integration based on their own needs and priorities. Responsible AIED must give voice to the underserved through small-scale, transparent implementations customized to local contexts. (shrink)