Agentic Education: Using Claude Code to Teach Claude Code

Claude Code is an agentic coding tool that can run shell commands, edit files, and call external services on behalf of the user. This study describes its architecture by analyzing the publicly available source code and comparing it with two independent open-source AI agent systems, OpenClaw and Hermes Agent, that answer many of similar or even the same design questions. Our analysis identifies five human values, philosophies, and needs that motivate the architecture: human decision authority, safety, security, and privacy, reliable execution, capability amplification, and contextual adaptability. We then trace them through thirteen design principles to implementation choices. The core of the system is a simple while-loop that calls the model, runs tools, and repeats. Most of the code, however, lives in the systems around this loop: a permission system with seven modes and an ML-based classifier, a five-layer compaction pipeline for context management, four extensibility mechanisms (MCP, plugins, skills, and hooks), a subagent delegation and orchestration mechanism, and append-oriented session storage. Comparisons with OpenClaw and Hermes Agent show that the same design questions produce different answers across three deployment contexts. Claude Code emphasizes per-action safety, OpenClaw emphasizes perimeter-level access, and Hermes renders per-action approvals across many surfaces. At the runtime layer, Claude Code uses a single CLI loop, OpenClaw embeds the runtime within a gateway control plane, and Hermes uses one process whose role is set by its entry point. At the context and extension layer, Claude Code extends the context window, OpenClaw registers gateway-wide capabilities, and Hermes provides pluggable memory and model backends. We finally identify six open design directions for future agent systems, grounded in recent empirical, architectural, and policy literature.

We present CogEvol, a family of models trained specifically for Learning Environment Generation: turning a course brief into a finished learning artifact (structured-JSON slides or self-contained interactive HTML pages) in a single pass. Across 220k production requests, CogEvol completes a slide in a median of 17 seconds and an interactive page in 59, replacing minutes-long multi-turn agent scaffolding. Reliability is enforced rather than hoped for: a production-grounded data pipeline turns real failures into 53,687 verified SFT samples, and a hybrid rule-plus-VLM reward drives GRPO-based RL, hardened after we caught and fixed a reward-hacking episode that produced visually convincing but unplayable games. CogEvol-27B scores 83.7 on slide quality and 63.7 on a 500-case interactive-HTML benchmark with 26.9x fewer parameters than flagship coding models, and, in collaboration with the OpenMAIC team, serves their live production traffic. CogEvol-4B is released openly under the Apache 2.0 license at https://github.com/CogEvol/CogEvol-4B; external flagships are measured on the same suites under the identical harness. Scaffold editing cuts interactive-page generation cost by a further ~76%, and the full stack runs on domestic Ascend accelerators at application-level parity with A800 GPUs, lowering the unit cost of AI-native education at scale.

Contribution: This paper presents a six-phase AI-assisted instructional design architecture based on the Curriculum as Code paradigm, integrating Generative AI with LaTeX and Python to automate the creation of reproducible, visually consistent, and technically precise materials for STEM education. Background: Creating customized instructional materials for active learning imposes a heavy workload on faculty. Standard presentation tools lack robust support for technical content, while current AI applications often hallucinate and fail to formalize the instructional authoring process, limiting their utility for rigorous academic design. Intended Outcomes: The framework aims to reduce preparation time while ensuring mathematical accuracy, adherence to institutional visual identity, and preservation of the instructor's tacit pedagogical knowledge through explicit rules. Application Design: The solution comprises a six-phase pipeline that replaces ad-hoc prompt engineering with a systematic workflow, utilizing text-based interfaces and code-driven generation (LaTeX/Beamer for slides, Python for figures), governed by pedagogical constraints, contextual calibrations, and automated review cycles. Findings: Validated over one year across 8 modules and 28 project contexts in a Project-Based Learning environment, the architecture significantly reduced instructor workload. Generated assets underwent independent peer review and were deployed by six different faculty members, confirming scalability beyond a single author. Based on over 600 voluntary student evaluations, materials achieved high quality ratings from 8.5 to 9.9/10. Results indicate high reproducibility, minimized hallucinations, and sustained pedagogical and visual fidelity, suggesting viability for broad STEM educational applications.