Abstract
Reflective learning is widely recognised as a key contributor to student success in higher education, particularly in experiential disciplines such as entrepreneurship education. This single-case study explored Vietnamese undergraduate students’ experiences with generative AI-assisted reflective prompts based on Gibbs’ Reflective Cycle (1988) in an entrepreneurship course at a private university in Vietnam (n = 25). Data were collected through 112 reflection journal entries, pre- and post-intervention surveys, and eight semi-structured interviews. Findings revealed that structured prompts using accessible generative AI tools helped students achieve deeper critical reflection, reduced psychological barriers to reflective writing, and increased engagement and self-efficacy. Challenges including generic AI feedback and concerns about authenticity and over-reliance were also identified. The study suggests that thoughtfully integrated generative AI can serve as a scalable, low-cost scaffold to enhance reflective practice in large-class, resource-constrained environments, with transferable implications for educators in entrepreneurship and other project-based courses.