This paper presents the Taiwan contribution to the ISME Policy Commission symposium, Between Global Influence and Local Identity: Rethinking Music Education in Contemporary Asia. Across Asia, music education has developed through long standing engagement with globally circulating traditions, alongside enduring local musical practices and knowledge systems. In the context of rapid social change and accelerating technological development, educators are navigating how music education can evolve while sustaining cultural continuity, reexamining the value of tradition, and imagining new directions for teaching and learning. The symposium brings together perspectives from Taiwan, Japan, Korea, and Hong Kong, highlighting diverse responses to these shared questions. Within this dialogue, the Taiwan case focuses on how generative AI is reshaping cultural visibility and representation in educational settings, and what this means for culturally responsive and sustainable music education.This study examines how generative AI influences the representation of local music cultures in Taiwanese education. As AI systems primarily draw on large-scale, globally dominant datasets, their outputs may overlook, misrepresent, or distort Indigenous and local musical traditions. These tendencies raise concerns about cultural equity and epistemic justice, particularly regarding which musical knowledge is treated as credible and worthy of curricular attention. The study positions AI not merely as a neutral tool, but as a cultural actor that mediates access to knowledge and can reinforce existing hierarchies.In response, the researcher engaged students in critically evaluating AI-generated content and supported them in creating digital materials that intentionally reflect localized cultural perspectives. This pedagogical approach aims to counter systemic imbalances in cultural representation while cultivating students’ cultural sensitivity and responsibility when using AI. The researcher concludes by arguing for cultural sustainability as a key lens for AI-related curriculum design, and calls on educators and policymakers to address the uneven dynamics of globalised knowledge production embedded in emerging educational technologies.