The integration of Artificial Intelligence (AI) agents into postgraduate courses is reshaping the landscape of higher education, offering unprecedented opportunities for personalized learning and operational efficiency while addressing the broader public interest. This study investigates the transformative potential of AI agents, employing a rigorous methodological framework that combines generative AI approaches, education policy analysis, and a specialized cultural organizational AI model. Through a systematic review of international practices, the research identifies critical opportunities, challenges, and ethical considerations in the adoption of AI technologies, with a focused case study on Greece’s educational system.

The methodology centers on analysis, comparing innovative applications of AI in postgraduate education with policy contradictions and cultural dilemmas. AI agents, including virtual educators and intelligent tutoring systems, are positioned as pivotal tools in reimagining postgraduate courses. The study introduces the concept of ‘Dynamic Intelligence Cultural Education,’ articulated through five transformative principles: Assessment/Evaluation by academics, students, and AI agents; Personalized Knowledge and Public Interest Education; AI Assistant; Intelligent Assistant to Tutoring Systems; and Dynamic Management of Student Learning. These principles advocate for a collaborative relationship between human educators and AI, ensuring that AI serves as an augmentation of human intelligence rather than a replacement.

Analytical findings reveal the disruptive yet constructive role of AI agents in postgraduate education. Generative AI tools, such as ChatGPT, are increasingly utilized by students, enhancing the personalization and accessibility of learning experiences. However, the research underscores the importance of maintaining the irreplaceable role of human educators in fostering critical thinking, ethical reasoning, and cultural sensitivity. AI agents excel as dynamic intelligence assistants, enabling an AI-first redesign of educational processes while preserving the integrity of academic and societal values.

The study also highlights the tension between innovation and ethical responsibility, emphasizing the need for balanced AI integration that aligns with the public interest. While AI agents offer transformative capabilities, their adoption must be guided by policies that prioritize equity, inclusivity, and cultural relevance. Results provide actionable insights for policymakers, educators, and researchers, advocating for strategies that leverage AI’s potential while addressing its limitations.

This research contributes to the global discourse on AI in higher education, positioning AI agents as catalysts for innovation, collaboration, and public good in postgraduate courses. By addressing existing gaps and proposing forward-thinking solutions, the study lays the foundation for future exploration of AI-driven education models that balance technological advancement with societal values.

Keywords: AI Agents, Postgraduate Learning, Personalized Education, Dynamic Intelligence, Generative AI, Higher Education.