This chapter concentrates on politics of generative artificial intelligence in empowering education in China. With the vigorous development of generative artificial intelligence, China’s exploration of generative artificial intelligence empowering education has been continuously deepened, and relevant policies have played a leading role. Focusing on the policy text of artificial intelligence education in China, this paper conducts a phased analysis of its evolution process, aiming to explore the characteristics of the existing policies and promote the further development of artificial intelligence education policies. China’s generative artificial intelligence-enabled education policy has gone through the initial period when “artificial intelligence” first permeated education policies (2000–2012), the transitional period focusing on the development of the intelligent manufacturing industry system (2013–2016), the peak period concentrating on the construction of the artificial intelligence education system (2017–2019), and the platform period for continuously promoting the development of the artificial intelligence education system (from 2020 to the present). The generative artificial intelligence-enabled student profiling at Hupan Primary School and the AI medical teaching assistant at Shandong First Medical University are two cases of generative artificial intelligence-enabled education policies in China. China’s generative artificial intelligence-enabled education policies are currently confronted with challenges such as an imbalance in the development layout of policy goals, an imbalance in the setting of policy implementation means, and a weak policy planning and governance system. In the future, it is necessary to optimize the strategic layout of policy goals, improve the structure of policy implementation means, and innovate the construction of policy evaluation mechanisms.