Reimagining Curriculum Knowledge Through Agentic AI Systems

Abstract

The rapid emergence of agentic artificial intelligence (AI) systems—those capable of autonomous decision-making, adaptation, and collaboration—poses profound implications for how curriculum knowledge is conceptualized, designed, and enacted. This article explores the epistemological and pedagogical shifts required to reimagine curriculum knowledge within an era increasingly shaped by intelligent, co-creative technologies. By framing agentic AI not merely as a tool but as a knowledge partner, the study argues for a transition from static, content-centered curricula to dynamic, dialogic, and evolving knowledge ecosystems. Drawing upon critical theories of curriculum, posthumanist perspectives, and contemporary AI ethics, the paper proposes a framework for “AI-augmented curriculum agency” that integrates human intentionality with machine intelligence to foster creativity, inclusivity, and epistemic diversity. The article concludes that agentic AI systems invite educators to reconceptualize curriculum as a living, responsive process—one that continually co-produces knowledge in relation to social, cultural, and technological transformations.

Keywords: Agentic AI; Curriculum Theory; Knowledge Co-Creation; Posthumanism; Educational Technology; AI Pedagogy; Knowledge Systems; Epistemic Agency.