FROM KNOWLEDGE SYSTEMS TO KNOWLEDGE AGENTS: A CONCEPTUAL SHIFT IN EDUCATIONAL KNOWLEDGE MANAGEMENT

Abstract

The rapid integration of artificial intelligence (AI) into educational environments is transforming how knowledge is created, organized, and applied. This paper argues for a conceptual shift from knowledge systems—structured repositories and processes for managing educational information—to knowledge agents, intelligent entities capable of dynamic knowledge interaction, personalization, and autonomous reasoning. Drawing from theories of knowledge management, cognitive science, and educational technology, we examine how AI-driven agents transcend traditional system boundaries by engaging in dialogic learning, adaptive scaffolding, and context-aware knowledge synthesis. The paper proposes a framework for understanding this transition, emphasizing the roles of agency, interaction, and co-construction in future educational ecosystems. Through this lens, knowledge management in education evolves from static content delivery to a participatory, evolving network of intelligent agents that learn with and from humans. Implications for curriculum design, teacher roles, and ethical governance are discussed, underscoring the need for a new epistemology that integrates human and machine intelligence in the co-creation of educational knowledge.

Keywords: Knowledge management, Artificial intelligence, Educational technology, Knowledge agents, Cognitive learning.