Introduction

The rapid advancement of artificial intelligence in higher education, particularly through adaptive learning systems, intelligent tutoring agents, and generative AI tools, has catalyzed a paradigm shift in traditional teaching and learning models. Concurrently, Generation Z students, who have grown up immersed in digital environments, exhibit distinct cognitive and cultural traits such as digital multitasking, a preference for personalized learning, and a strong sense of learner agency. Recent theoretical work proposes the concept of co-learning with AI, wherein AI functions not merely as a tool but as a co-cognitive agent collaborating dynamically with learners in knowledge construction. This study situates this phenomenon within the post-digital era, a context where digital and non-digital domains are deeply intertwined, and investigates how Generation Z is actively redefining the higher education ecosystem.



Method

Adopting a qualitative exploratory design, this study employed thematic analysis to analyze semi-structured interviews with 23 undergraduate students from public universities in Tehran during the academic year 2024–2025. Participants were purposively selected from programs in Educational Sciences, Artificial Intelligence, and Information Technology based on criteria including at least one year of academic experience, familiarity with emerging educational technologies, and willingness to share authentic learning experiences. Data collection continued until theoretical saturation was achieved. Rigorous measuresincluding member checking, peer debriefing, and reflexive journaling, were implemented to ensure trustworthiness and analytical validity.

Results

Analysis revealed five overarching themes: Reconceptualization of the higher education ecosystem in the presence of AI; Generation Z as active co-constructors, not passive recipients, of knowledge; AI functioning as a co-cognitive learning partner; Ethical and data-related challenges; and A generational-cultural–cultural gap between digitally native students and digitally immigrant faculty. Crucially, participants described AI not as an external tool but as an integrated, trusted cognitive collaborator that enables personalized inquiry, immediate feedback, and creative content generation.



Discussion

These findings extend existing frameworks such as co-cognition and post-digital theory into non-Western, culturally specific educational contexts. The study challenges techno-centric adoption models by foregrounding learner agency as central to AI integration. It also underscores an urgent need for ethical, pedagogical, and institutional redesign in teacher education to harness Generation Z’s transformative potential. Rather than resisting or instrumentalizing AI, higher education must evolve toward flexible, ethically grounded ecosystems where AI and learners co-navigate the future of knowledge. This research thus contributes to filling a critical gap in the literature on AI in education within Global South contexts.