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Mollick is asking us to see AI as a partner. However, this article is asking universities an even bigger question: how can a university ensure that everyone benefits from AI, not only those able to read it, use it, and afford it? The article takes the viewpoint of resource-constrained higher education, in which language proficiency, disability status, connectivity, and cost can shape who benefits. Research shows that technology tends to accentuate existing differences rather than reduce them, and scholarship on digital inclusion says access alone does not mean similar benefits. This article presents the Inclusive Co-Intelligence Framework (ICF), developed by synthesizing literature on digital inequality, AI ethics, accessibility, and institutional preparedness. The framework applies inclusion as a cross-cutting lens across six institutional decision domains: access and provision, human-AI collaboration design, faculty readiness, student readiness, ethical safeguards, and governance and accountability. Each is rated on a continuum from absent to embedded. Assessment is therefore conjunctive: strength in one area does not offset weakness in another. This article is conceptual and its worked example is fictional; the framework is offered as a design tool and as a vehicle for future action-research cycles.
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