Artificial intelligence (AI) technologies such as intelligent pianos and machine-learning-based feedback systems are reshaping music education. This paper investigates how AI-supported tools influence piano interpretation pedagogy and explores cultural differences between Chinese and United Kingdom (UK) learners. A mixed-methods study was designed, combining quantitative analysis of an AI-powered fingering evaluation system with qualitative interviews and observations in piano studios across Shanghai and London. Literature on traditional piano pedagogy, cross-cultural perspectives on creativity, and emerging AI tools informs the research design. The study finds that AI-enabled feedback can enhance technical accuracy and interpretive consistency, particularly for Chinese students who come from teacher-centred, exam-driven learning environments. UK students, raised in more student-centred and exploratory classrooms, use AI tools as supplementary aids rather than as primary teachers. Interviews reveal that both groups appreciate real-time visualisations and objective assessments, yet cultural expectations regarding authority, improvisation and creativity mediate the adoption of AI. The paper concludes that AI-supported pedagogy should be adapted to cultural contexts, emphasising interpretive exploration for Chinese students and technical reinforcement for UK students. Implications are discussed for music educators, technology designers and policy makers.