“AI isn’t just the next phase of digital transformation,” said Will Stevens, Director of Initiatives at University of Maryland Global Campus (UMGC) in Asia. “It’s a new paradigm that redefines what we can achieve.” For Stevens, that means using artificial intelligence not to replace people, but to create a more human-centered experience for learners and faculty.
Beyond Digital Transformation: Why AI Is Different
As Stevens explained in the winter 2025 edition of UMGC’s Global Military Operations newsletter, digital transformation often focuses on upgrading tools so that existing work can be completed faster and more efficiently. Email replaced fax machines. Cloud storage replaced filing cabinets. The technology changed, but core tasks stayed the same.
As Stevens went on to point out, AI is different. It doesn’t just enhance how we work; it redefines what work is. AI can move from supporting decisions to making them, from accelerating tasks to performing them. That changes the role of humans from doing the work to guiding and overseeing it.
This is a critical distinction for higher education, said Stevens. If we treat AI as “just another upgrade,” we risk missing its true potential: freeing faculty from repetitive tasks so they can focus on mentoring, inspiring, and empowering learners to personalize their experiences with access to tailored resources and instant feedback, as well as the freedom and support to build skills at their own pace.
Innovation in Action: Personalized Learning for ESL
One clear example of AI’s human-centered promise is UMGC in Asia’s English as a Second Language (ESL) program, originally designed as a community service for military-connected learners. However, students often arrived with widely varying levels of English proficiency, making it hard to create an engaging classroom experience.
Stevens’ solution was an AI-powered individualized tutoring system (ITS). Built on secure platforms, the ITS integrates course content and uses conversational prompts to keep learners typing and thinking about 75% of the time. It adapts to each student’s level using open-ended questions, consistent with the Socratic method, and allows learners to switch briefly to their native language for clarification before returning to English. This reduces anxiety and builds confidence.
The impact has been significant. Roughly 80% of learners in the ESL program actively engage with the AI tutor, and instructors receive session summaries that highlight participation and comprehension, helping them adjust lessons and pair students strategically.
“It’s like giving every student their own Socrates—personalized, patient, and always available,” Stevens said.
Agility Through AI: Beyond the Classroom
AI is addressing challenges outside the classroom, as well. Stevens used it to analyze years of enrollment data, faculty availability, and military rotations, creating a prototype AI Schedule Assistant that can tackle the enormously complex task of optimizing course schedules. This conversational tool helps regional leaders make informed decisions quickly, reduce errors, and adapt to emerging trends in real time.
Another initiative is exploring the use of AI-powered chatbots in online discussion groups. The pilot chatbots can offer guidance, encourage engagement, and answer routine questions so faculty can focus on deeper engagement with learners.
Impact That Matters: Human-Centered Transformation
Ultimately, UMGC’s approach to AI is not intended to replace people, but rather to amplify their impact. Faculty gain time to mentor. Learners receive personalized support and clearer pathways to success. And the institution builds a culture of experimentation that prioritizes new value creation over mere efficiency.
“AI is a new paradigm that redefines what organizations can achieve,” said Stevens. “Digital transformation changed how we work; AI changes the nature of work itself and unlocks opportunities far beyond efficiency.”