Amid concerns that generative AI may standardize art interpretation, this paper examines whether LLM-based interaction can support plural art-historical narrative construction. We present Sanyu Studio, a multi-agent dialogue system that models 321 Sanyu oil paintings as agents with fact, interpretation, organization, and memory-filtering mechanisms. Based on a seven-day workshop with eight art-university participants, the study shows that user prompts, evidence organization, and cognitive tendencies shaped divergent yet coherent versions of digital Sanyu. The findings suggest that, under conditions of limited historical evidence, AI can amplify human agency and offer public audiences an interactive entry point into art-historical interpretation.
Research on artificial intelligence in education (AIED) is rapidly expanding, yet technical progress often lacks human-centered grounding and adequate attention to cultural context. Community-Based Learning, a pedagogy rooted in social work, remains underrepresented in AIED research, particularly within Asia-Pacific contexts. This paper reports on cross-boundary Community-Based Learning where undergraduate students develop AI-enabled solutions for cultural heritage preservation and sustainable development. We examine how community-engaged computing operationalizes culturally aware, human-centered AIED through participatory elicitation of cultural knowledge, bilingual representation, and stakeholder validation across education, technology, and culture. We contribute a collaborative framework for culturally aware AIED designed to support multi-stakeholder collaboration and widen participation by bridging social work and computational science.