This paper investigates how academic support services in higher education can be more effectively evaluated and redesigned in light of growing digitalisation and the potential of artificial intelligence (AI). Rather than collecting new empirical data, the study focuses on designing and applying an evaluative framework to guide future research and service development. Drawing on a case study of a regional Australian university’s Language and Learning Centre (L&LC), the study develops and introduces a three-layer evaluation framework encompassing inclusivity, academic performance, and student satisfaction. Through qualitative analysis of literature and institutional resources, the study applies the framework to identify both strengths and limitations in the existing support model. To bridge gaps identified in design, responsiveness, and accessibility, the paper proposes seven actionable policy recommendations. These recommendations aim to support the ethical and pedagogically sound integration of AI into academic literacy services—highlighting tools such as chatbots, usage analytics, and adaptive feedback platforms as complementary to human-led support. The study offers a structured and scalable approach to improving academic support in diverse and digitally mediated learning environments.