This paper explores the potential of a Generative AI Agent to support students in their understanding of Shakespeare and preparation for the Leaving Certificate Higher English Examination. Recognizing the challenges students face with complex language, historical context, and nuanced literary devices, we investigate how a Generative AI Agent, trained on a corpus of Shakespearean plays and other works, can be used as a learning tool by secondary school students for studying the texts and preparing for termination examinations.

The Generative AI Agent, utilising transformer-based models and fine-tuning techniques, aims to provide interactive text annotation, contextual explanations, character analysis, and feedback on student essays. We detail how the agent's output, such as generated summaries, comparative analyses of different interpretations, and tailored practice and previous examination questions, can facilitate deeper engagement with the texts and enhance exam preparation.

However, this paper also raises critical concerns regarding the limitations of AI in fostering high-order thinking and reasoning skills. We discuss the potential for over-reliance on the Generative AI Agent, hindering the development of independent critical analysis. While acknowledging the potential benefits of AI as a supplementary tool, we emphasise the crucial role of human educators in guiding students towards nuanced understanding, critical thinking, and the development of their informed interpretations of Shakespearean literature. The paper concludes with a discussion of feedback from students and their teachers on the use of this tool and of their perspectives on the benefits and limitations of using this tool.

Keywords: AI Agents, Technology, education.