Abstract: Artificial intelligence (AI) is fundamentally reshaping the epistemic foundations of higher education, moving beyond simple technological adoption toward a profound transformation of how knowledge is created, validated, and governed in academic institutions. This conceptual article examines AI not as a pedagogical tool to be integrated into existing structures but as an epistemic agent that redistributes knowledge-creation authority across human-algorithmic assemblages. Drawing on distributed cognition theory, posthumanist philosophy, and critical algorithm studies, the analysis reveals three interconnected dimensions of transformation: AI assumes epistemic co-agency in knowledge production, algorithmic governance redistributes institutional power toward automated systems, and workforce preparation imperatives risk subordinating liberal education values to market-driven skill development. The article synthesizes emerging scholarship to articulate how these dimensions cohere into a systemic reconfiguration requiring fundamental reconceptualization of the university as an institution. This framework advances beyond tool-centric implementation discussions toward addressing root questions about educational purposes, epistemic authority, and institutional governance in the algorithmic university.
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