This study examined the impact of a U.S. federal teacher professional learning (PL) Fulbright program on computational literacy and artificial intelligence (AI) education for K-12 teachers (n = 21) from resource-constrained countries. Occurring shortly after the rise of generative AI in November 2023, the program may have further accentuated AI's potential in educational contexts. Its focus on equity and access fostered a positive shift in participants' attitudes, encouraging greater openness to change and a stronger intent to integrate computational literacy with AI tools. This study underscored the pivotal role of equity-centered PL in enhancing teacher capacity for equitable, inclusive education. While participants initially voiced concerns about infrastructure, leadership support, and teacher buy-in, they consistently valued computational literacy. The findings highlighted the necessity of systemic change, driven by a shared vision of integrating computing and AI across diverse educational settings. Additionally, well-designed PL can equip leaders with the knowledge and skills to address challenges, promote equitable access, and adapt solutions to specific contexts. This study provides preliminary evidence of how PL can empower educators to integrate computational and AI literacies, expanding global access to emerging digital literacy opportunities.