Education in low- and middle-income countries (LMICs) continues to face structural challenges such as teacher shortages, linguistic diversity, and limited digital infrastructure. Drawing on case studies from Timor-Leste and field preparation in the Sahrawi refugee camps, this article critically examines the potential and limitations of integrating artificial intelligence (AI) into teacher professional development platforms like Matenek. While AI promises adaptive learning, real-time feedback, and personalized resources, its application in resource-constrained contexts raises issues of sustainability, algorithmic bias, and infrastructural gaps. We propose a hybrid model combining Learning Management System (LMS) and Learning Experience Platform (LXP) features with offline capabilities, situated participatory design, and strong community involvement. From an HCI4D perspective, the paper argues that AI integration can only achieve meaningful social impact if grounded in contextualized, inclusive, and ethically responsible practices. Rather than a universal solution, AI should be seen as a catalyst for locally led, sustainable educational transformation.