The growing influence of artificial intelligence (AI) in education is reshaping how teachers design and deliver instruction, particularly in elementary schools where foundational learning is critical. AI tools offer opportunities to personalise learning materials, automate routine tasks, and enhance student engagement. However, their effective use depends largely on teachers’ competence, which varies across contexts and is often constrained by infrastructural and training challenges in developing regions. Against this backdrop, this study examined the competence of elementary school teachers in Nigeria and Kenya in utilising AI tools for educational content creation, with a focus on demographic and professional variables that may influence their readiness. The study employed a quantitative descriptive survey of a comparative type, drawing data from 228 teachers (161 from Nigeria and 67 from Kenya). A self-developed questionnaire was used to assess teachers’ technical and pedagogical competence in AI tool usage. Data were analysed using descriptive statistics, t-tests, and analysis of variance (ANOVA) to test differences across country, gender, years of teaching experience, and academic qualifications. Findings indicated that teachers in both Nigeria and Kenya demonstrated a generally high level of competence in AI tool utilisation, with no significant difference between the two countries. However, significant variations emerged based on gender and teaching experience, while no differences were found in academic qualifications. The study concludes that while teachers are progressively adopting AI tools, competence remains unevenly distributed. Its contribution lies in offering comparative evidence from Africa, highlighting the need for inclusive, context-sensitive professional development programs to ensure equitable integration of AI in elementary education.