<p>This qualitative study explores the role of artificial intelligence (AI) applications for culturally responsive teaching (CRT) at the higher education level. Based on semi-structured interviews with six educators and focus group discussions with 22 students, the study brings to the fore how same AI tools may, simultaneously, be supportive of and inhibitive to the work of CRT. It concluded that AI promotes inclusivity in education through the facilitation of a personalized learning approach by catering to the diverging needs of multiple students. Most students appreciated the support given to them by AI. However, they indicated that often it forgets the cultural background of each student, which is very important and shows the desperate need for AI systems to be culturally responsive and embed the lived experiences of students. Thematic analysis also identified that while AI has the potential for customized learning, its design failures usually does not consider cultural diversity and insensitivity of the socio-cultural backgrounds of students. Educators showed their concern about the limited way in which most of the AI tools engage in culture. It concludes by suggesting ways to enhance CRT support in future AI tools, such as flexibilities in design and the consideration of cultural diversity.</p>