Abstract
This experience presents the design, implementation, and evaluation of an institutional AI Learning Tutor to support undergraduate students' learning within a flipped classroom approach in business school settings. The study begins by presenting the theoretical foundations regarding the role of AI learning assistants in higher education and their potential contributions to the flipped classroom model. It then details the design and implementation process of the AI Learning Tutor for the cohort of 353 students followed by an evaluation of its impact and student feedback. The findings highlight the benefits and challenges of integrating AI-driven learning assistants in educational settings, emphasizing the importance of pedagogical goals, responsible use of AI for learning and institutional strategy.