Artificial intelligence (AI) is increasingly recognized as a transformative force in education, emphasizing personalized learning experiences and adaptive evaluation methods that meet the different needs of students. Traditional educational practices often adhere to a unique approach for everyone, which can inadvertently neglect the differences and individual learning skills, thus decreasing the involvement of students and limiting the overall performance. This paper addresses the question of how AI technologies could facilitate student learning effectively and systematically at the National Defence University of Malaysia (NDUM). In so doing, two research questions will be answered. Firstly, how AI technologies affect the classroom learning and assessment and secondly, how educators at the NDUM adapt these AI technologies in their own teaching practices. The methodology adopted is qualitative research design with semi-structured interviews of educators at the NDUM. Preliminary findings suggest that the NDUM have yet to extensively utilize AI technologies and thus it needs more awareness and professional growth programs on AI technologies. This is because AI can analyze vast data sets relating to students’ interactions, performance metrics and behavioral signals that allow educators to customize the curricula in modes previously deemed impossible, thus facilitating a more inclusive and reactive learning environment.