Abstract

The integration of Artificial Intelligence (AI) as “co-creators” in digital pedagogical paradigms defines a critical opportunity to enhance Widening Participation (WP) and international student engagement. Most notably, emerging agentic AI systems capable of autonomous decision-making, combined with adaptive learning capabilities, unlock new avenues for educational innovation. This paper considers the application of AI technologies and their generative facilitation in mitigating institutional barriers while catalysing active learner participation. Drawing on analytical perspectives by Koseda et al. (2024), discussions position AI technologies within the nexus of digital transformation in Higher Educational Institutions (HEIs). It analyses AI’s capacity to transform traditional pedagogical methodologies, creating environments conducive for intercultural inclusivity. Fundamentally, this study conceptualises AI as active cognitive agents as opposed to passive instructional tools for managing complications with heterogeneous learning imperatives in academia. Ethical concerns and debates surrounding effective AI curricular embedment are reviewed accordingly. Finally, recommendations propose and update new models for the ethical and equitable assimilation of AI technologies into curricular to advance the sustainable trajectory for digital pedagogical innovation. The Enhanced AI Co-creation Model - (Figure 7. Intersection of AI and Co-Creation and Figure 8. AI Enhance Co-Creation Model) design is influenced by the pre-existing model: AdvanceHE (2024) “Students as partners in learning and teaching in higher education.” Although their current model does not explicitly acknowledge AI as “co-creators,” the value of AdvanceHE’s contribution is crucial for directing discourse and understanding the broader implications of (AIEd) Artificial Intelligence in education.