Who Designs the Future Classroom?: LLM Ecologies, Educational Governance, and Postdigital Imaginaries in China, the United States, and Europe

This chapter argues from a postdigital perspective that artificial intelligence's impact on future education is driven not just by technical capabilities, but by regional governance, platform infrastructures, and values. By analyzing 2024--2026 policy discourses, the study identifies three distinct regional models: the US promotes an ``innovation-market-workforce'' imaginary; China focuses on ``state-coordinated system-integration''; and Europe emphasizes a ``rights-based, human-centred'' regulatory approach. These divergent configurations deeply influence curriculum priorities, teacher labour, and knowledge production rather than merely the pace of AI adoption. Ultimately, the chapter shifts the focus from a technological benchmark ``arms race'' to questioning which values and actors are actually designing future classrooms. It concludes by highlighting the need for critical GenAI literacy, educational sovereignty, and public-interest educational technology.