In the context of the rapid digitalization of higher education, proactive artificial intelligence (AI) agents embedded within multi-agent systems (MAS) offer new opportunities for personalized learning, improved quality of education, and alignment with sustainable development goals. This study aims to analyze how such AI solutions are perceived by students at Narxoz University (Kazakhstan) prior to their practical implementation. The research focuses on four key aspects: the level of student trust in AI agents, perceived educational value, concerns related to privacy and autonomy, and individual readiness to use MAS tools. The article also explores how these solutions align with the Sustainable Development Goals—specifically SDG 4 (“Quality Education”) and SDG 8 (“Decent Work and Economic Growth”)—through the development of digital competencies and more equitable access to education. Methodologically, the study combines a bibliometric literature analysis, a theoretical review of pedagogical and technological MAS concepts, and a quantitative survey (n = 150) of students. The results reveal a high level of student interest in AI agents and a general readiness to use them, although this is tempered by moderate trust and significant ethical concerns. The findings suggest that the successful integration of AI into educational environments requires a strategic approach from university leadership, including change management, trust-building, and staff development. Thus, MAS technologies are viewed not only as technical innovations but also as managerial advancements that contribute to the creation of a sustainable, human-centered digital pedagogy.
Omirali et al. (Fri,) studied this question.