The paper introduces Agentic University (AU), a Human‑Participatory Multi‑Agent Organization that lets learners act as organization members and collaborate with specialized agents to build a revisable Capability Program. This program links personal goals, multimodal learning activities, and layered assessment, using learner feedback and performance to guide future support. Evaluation shows that AU improves program organization, assessment design, and revision quality, yielding higher mean assessment gains and stronger cognitive support compared to baseline.
By Jingru Fan, Tianle Zhou, Yunjie Zhou, Zihao He, Yixuan Zhou, Kezhao Wu, Xinyu Zheng, Xiyuan Wang, Yuheng Wang, Zhi Li, Songhua Liu, Weinan E, Chen Qian
arXiv:2604. 26962v3 Announce Type: replace-cross Abstract: Education is one of the most promising real-world applications for Large Language Models (LLMs).
By Bingxi Zhao, Jiahao Zhang, Xubin Ren, Zirui Guo, Tianzhe Chu, Yi Ma, Chao Huang
This paper is an extension of a paper presented at the ICAART 2026 conference, which introduced LEA (Learning Engagement Assistant), an adaptive AI tutoring agent combining course-specific Retrieval-Augmented Generation (RAG) with structured Knowledge Component (KC) models across integrated Chat, Tutor, and Quiz modes. That prior work validated LEA on a single STEM course (CMP511) exclusively through simulation, using synthetic learner agents.
arXiv:2606. 16428v1 Announce Type: cross Abstract: Effective personalized AI-assisted learning demands systems that can not only generate accurate learner-specific educational materials, but also dynamically adapt their instruction to diverse learners.
By Jaward Sesay, Yue Yu, Siwei Dong, Yemin Shi, Guangyao Chen, B\"orje F. Karlsson
arXiv:2608. 04148v1 Announce Type: cross Abstract: Agentic AI is increasingly used to coordinate planning, implementation, review, and testing in software development, yet it often offers limited transparency into its decisions and interactions.
By Zihan Fang, Yueke Zhang, Yu Huang
arXiv:2607. 13370v1 Announce Type: cross Abstract: This paper is an extension of a paper presented at the ICAART 2026 conference, which introduced LEA (Learning Engagement Assistant), an adaptive AI tutoring agent combining course-specific Retrieval-Augmented Generation (RAG) with structured Knowledge Component (KC) models across integrated Chat, Tutor, and Quiz modes.
By Teri Rumble, Javad Zarrin, P. George Lovell, Ruth Falconer
arXiv:2608. 03206v1 Announce Type: cross Abstract: Large language models (LLMs) power educational applications from tutoring to essay scoring, but each is a point solution to a single task, and only recently have these point solutions been integrated into agents operating over a learning management system (LMS).
By Unggi Lee, Sookbun Lee, Yeil Jeong, Eunjoo Lee, Minchul Shin, Hoilym Kwon
arXiv:2608. 03524v1 Announce Type: new Abstract: AGENTONOMICS is a framework that treats AI agents as economic entities that can be designed, managed, and governed through an integrated management architecture.
By Fengjunjie Pan, Alois Knoll
arXiv:2606. 17819v1 Announce Type: cross Abstract: Agent skills -- structured, reusable knowledge artifacts that augment LLM agent capabilities -- have been rapidly adopted in industry, yet their cross-domain impact and use across commercial and open-source models remain under-studied, and no reusable methodology exists for evaluating an individual skill.
By Maksim Shaposhnikov, Nicolas Fortuin, Simon Stipcich, Maria I. Gorinova, Amy Heineike, Rob Willoughby
arXiv:2607. 16851v1 Announce Type: new Abstract: Deploying LLM agents typically requires a compact test-time student, even if a stronger teacher is available during training.
By Yangqin Jiang, Chao Huang
CoLearn is an interactive, agentic tutoring system that learns about each learner through a persistent memory of mastery and misconceptions, updated with a Bayesian Knowledge Tracing model that uses a large language model as an observation function. It generates personalized questions targeting the learner’s weakest topics and recurring misconceptions, and provides a live evidence view for progress visualization and blind A/B comparison. In blind A/B tests, learners preferred questions conditioned on this memory 68‑69% of the time, and simulations show the agent’s belief converges toward the learner’s true mastery.
By Kailai He, Zhihao Wu, Linhai Zhang, Runcong Zhao, Yulan He, Jiazheng Li
arXiv:2606. 08030v1 Announce Type: cross Abstract: Agentic tutoring systems introduce a coordination challenge: multiple agents may propose different but reasonable interventions, yet only one response can be delivered to the learner.
By Eric S. Qiu, Joyce Gill