Open Access

Ahmed Samet

• The accelerated development of artificial intelligence (AI), and more specifically, conversational AI chatbots, has tremendous potential to transform pedagogical practice in higher education. In this paper, the possibilities of AI chatbots are examined for supporting and augmenting andragogical principles from their widespread application for low-level information recall to that of interactive, mentor-like learning partners. Based on Knowles' basic premises of adult learning, we speculate how AI chatbots can promote self-direction, tap into experience, respond to readiness to learn, facilitate problem-centered solutions through context-based scenarios, and facilitate intrinsic motivation through guided questioning and feedback in a loop. A model for incorporating these tools to achieve deeper and reflective learning is suggested. It also discusses key considerations for responsible adoption, such as transparency, ethics, data privacy, and the need to develop critical AI literacy in learners with the aim of enabling adult learners to assume more agency over their learning experience through the aid of intelligent, adaptive guidance.