Vidya K. Sudarshan

Vidya K Sudarshan, Anushka Sisodia, Reshma A Ramachandra et al.

Integration of artificial intelligent (AI) agents in higher education is transforming teaching, learning and administrative processes. Although existing AI agents effectively support individual tasks, their implementation remains fragmented and inefficient for handling the complexity of educational institutions. This highlights a significant research gap: the lack of integrated eco-system-level agentic multi-agent AI platform capable of coordinated planning, reasoning, and adaptive decision-making across multiple educational functions. This paper presents a forward-looking perspective on agentic multi-agent AI platform in higher education, consisting interconnected autonomous, goal driven agents that support learning, teaching, and institutional operations. It addresses timely and critical questions: Can agentic AI represent the next generation of intelligent systems in tertiary education? Can they collectively support seamless coordinated operations across teaching, learning and administrative support? To what extent can such systems foster inclusive and equitable learning for diverse learners with special educational needs? To ground this perspective, a thematic analysis of existing literature identifies four dominant themes: task-specific fragmented AI tools, the transition from single-agent to multi-agent systems, limited cross-functional integration, and insufficient focus on inclusivity and accessibility. Findings reveal a clear gap between current AI implementations and the needs of holistic, learner-centered educational ecosystem. The paper synthesizes challenges and outlines future research directions for scalable human-aligned, and inclusive agentic AI platform. The significant contribution is the incorporation of inclusive learning perspectives, highlighting how coordinated agentic multi-agent platform can support diverse learners through adaptive, multimodal interventions.

Gaoxia Zhu, Vidya Sudarshan, Jason Fok Kow et al.

This research investigates distinct human-generative AI collaboration types and students' interaction experiences when collaborating with generative AI (i.e., ChatGPT) for problem-solving tasks and how these factors relate to students' sense of agency and perceived collaborative problem solving. By analyzing the surveys and reflections of 79 undergraduate students, we identified three human-generative AI collaboration types: even contribution, human leads, and AI leads. Notably, our study shows that 77.21% of students perceived they led or had even contributed to collaborative problem-solving when collaborating with ChatGPT. On the other hand, 15.19% of the human participants indicated that the collaborations were led by ChatGPT, indicating a potential tendency for students to rely on ChatGPT. Furthermore, 67.09% of students perceived their interaction experiences with ChatGPT to be positive or mixed. We also found a positive correlation between positive interaction experience and a sense of positive agency. The results of this study contribute to our understanding of the collaboration between students and generative AI and highlight the need to study further why some students let ChatGPT lead collaborative problem-solving and how to enhance their interaction experience through curriculum and technology design.