AGENTONOMICS is a framework that treats AI agents as economic entities that can be designed, managed, and governed through an integrated management architecture. Dr. AGENTONOMICS is its first application: a lecture agent developed in the context of the TUM course on AI agents in business administration. Conceived during the winter semester 2025/26 and first introduced to students in the summer semester 2026, it serves as a didactic experiment in which the agent is both the object that students study and the medium through which they learn and apply the framework. The current prototype is a web-based, retrieval-grounded tutor that explains AGENTONOMICS concepts and supports student questions. This report argues that the same system can grow beyond tutoring into three additional cumulative roles: an avatar lecturer that delivers multimodal instruction, a design consultant that guides students through the AGENTONOMICS Design & Management Reference Framework (ADMRF), and a meta-agent that helps construct the agents students have specified. These roles are cumulative because they share the same interface, intelligence layer, tools, knowledge base, and ecosystem connection, while an orchestrator selects the role-specific algorithm required for each task. We present the architecture of the prototype, outline its development roadmap, and discuss its implications for a polycentric AI economy. This report is intended to invite further discussion on how agents can teach, apply, and eventually reproduce the frameworks by which they are designed.
Laurent Brisson, Maria Segarra, Grégory Smitscs.CY cs.AI cs.HC
Educational chatbots powered by large language models (LLMs) show promising effects on learning outcomes, yet most systems delegate pedagogical decisions such as content selection and didactic structuring implicitly to the LLM, making tutoring strategies difficult to trace, evaluate, and reproduce. This paper presents a didactical-driven teacher assistant for a French-language university course on dimensional modelling, operating without commercial LLM budget or GPU infrastructure. The architecture formalises the instructor's pedagogical reasoning into deterministic modules that handle intent detection, concept linking, and didactic approach selection before any text is generated; the LLM acts solely as a linguistic executor. Evaluation on 195 authentic student questions addresses two research questions. First, we show that standard semantic retrieval alone does not reliably recover the pedagogically required content, thereby justifying the upstream orchestration strategy adopted in our architecture (RQ1). Second, compared to free-tier LLMs whose detection performance varies widely across models and which produce errors silently, the deterministic pipeline achieves high pair precision (73%) with full traceability and explicit abstention, though its limited coverage confirms that the detection strategy requires further refinement (RQ2).