Reflective learning with AI assistance in information science classrooms for DEI

Purpose This study aims to explore the integration of reflective learning with generative AI (Gen-AI) in information science classrooms at a minority-serving institution. The goal is to assess how this combined pedagogy can create a more inclusive and adaptive learning environment for historically underserved minority students, promoting deeper engagement and critical thinking. Design/methodology/approach Using a mixed-methods design, the authors collected qualitative feedback through anonymous surveys over two semesters in two undergraduate courses. Student perceptions of awareness, acceptance and improvement were analyzed using manual thematic coding and computational sentiment analysis. Findings While students initially had low awareness of reflective learning, both the pedagogy and Gen-AI assistance were highly accepted. Students reported improvements in their cognitive skills and practical Gen-AI usage, valuing the AI for structuring ideas and offering alternative perspectives. Research limitations/implications The findings are context-specific to a single minority-serving institution and rely on students’ self-reported data, which limits generalizability and may be subject to bias. Practical implications This study provides a practical model for educators in diverse settings to integrate Gen-AI and reflective learning. It offers strategies for designing activities that foster critical thinking and AI literacy in an inclusive, low-pressure environment. Originality/value This research provides empirical evidence on combining reflective learning with Gen-AI within a Hispanic-Serving Institution to support DEI goals. It offers a practical model for applying DEI principles in information science and business education, addressing a critical need in STEM.