Murekian, Octavio and Sudarshan, Surabil (2026) Navigating Agentic AI: a call for reimagined academic literacies. Journal of Learning Development in Higher Education (JLDHE). ISSN 1759‑667X (Online) (In Press)

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Abstract

The emergence of agentic artificial intelligence (AI) in higher education raises a critical question: does the move toward autonomous systems capable of planning, decision-making, and action constitute a fundamental shift, or an acceleration of challenges already posed by generative AI? This article argues that these developments require a reimagining of academic literacies, extending beyond traditional emphases on critical thinking and academic writing toward a more comprehensive conception of AI literacy. Drawing on research in AI ethics and digital pedagogy, it explores the implications of learning in partnership with increasingly autonomous systems. It examines how agentic AI disrupts established understandings of authorship, assessment, and intellectual labour, and proposes a framework centred on critical evaluation, prompt literacy, co-authorship, ethical awareness, and recognition of AI limitations. Learning developers are positioned as central actors in this transition, with a key role in shaping pedagogy, assessment, and institutional policy.

Item Type:	Article
Uncontrolled Keywords:	Agentic Artificial Intelligence, academic literacies, AI literacy, Human-AI collaboration
Subjects:	H Social Sciences > H Social Sciences (General) L Education > L Education (General) T Technology > T Technology (General)
Faculty / School / Research Centre / Research Group:	Greenwich Business School Greenwich Business School > School of Management and Marketing Greenwich Business School > Tourism and Marketing Research Centre (TMRC)
Last Modified:	04 Feb 2026 10:48
URI:	https://gala.gre.ac.uk/id/eprint/52394

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