Artificial intelligence (AI) has rapidly shifted from a supportive tool to a central force in higher education, transforming how knowledge is created, delivered, and assessed. As generative AI systems increasingly handle tasks such as grading, feedback, and content generation, the question arises: what remains uniquely human in learning? This paper introduces the concept of Post-AI Education, focusing on the redefinition of the learner’s role in an age where AI can “know” and “do” much of what traditional education once required. Drawing on a systematic–narrative review of recent scholarship, the study identifies four essential roles for learners in post-AI contexts: creator, collaborator, reflector, and humanist. These roles highlight the enduring value of creativity, ethical judgment, reflexivity, and empathy—capacities that AI cannot replace. The proposed framework provides theoretical grounding and practical implications for curriculum design, teacher preparation, and policy development in the emerging post-AI educational landscape.