Knee-jerk reactions by Education to the rise of generative artificial intelligence (genAI) has clouded the discourse opportunities for critically evolving the practice and profession of learning and teaching. However, the rise and continued proliferation of AI capabilities have lent weight to existing reform narratives in the tertiary sector to ensure a future-ready society and workforce, and to safeguard the rights and privileges of expanding digital citizenship. By approaching this identity crisis inflection point using three lenses, a pivotal reimagining of the education experience can occur. These lenses include two that are already well-established, that of AI literacy and fluency, arguing for their place as transdisciplinary curriculum, integrated across academic and professional services. The third lens, that of AI relevancy, has been more poorly defined and absent as a critical provocation but is no less important. AI relevancy argues and invites critical reflection on the changes educational institutions should undertake in anticipating the future, consequently shaping and developing students for the complex human–AI ecosystem and rectifying the missed opportunities of the past.