The integration of artificial intelligence (AI) in design education presents both opportunities and challenges for developing future-ready graduates. This study investigates how final-year interior design students engaged with generative AI tools during a brief that required them to improve a previous submission by working on rendering quality, refining project presentation layouts, with the option of incorporating AI-assisted tools. Students explored platforms such as Midjourney, Photoshop, and Revit, concluding with a written reflection on their process. (Yanhua 2024) posits that “AI can transform interior design, addressing existing gaps and fostering a deeper understanding of the symbiotic relationship between advanced technologies and creative processes”. While their use of tools demonstrated visual advancement and iteration, the reflections revealed a gap in reflective practice. This gap is significant given AI’s increasing role in creative disciplines and the need to cultivate reflective practitioners. Methodologically, the paper employs a qualitative approach which draws on Schön’s (1983 1987) concepts of reflection-in-action and reflection-on-action, the study applied a qualitative coding method to analyse student reflections using six criteria that looks at action description, rationale, outcome evaluation, insights gained, future improvements, and critical depth. Findings suggest that the students treat reflection as a task to complete rather than a means for iterative learning. This aligns with Laher’s (2025) caution against the uncritical use of AI-generated content, which can undermine student agency and ethical responsibility. The study argues for clearer reflective scaffolding that emphasises authorship, critical engagement, and long-term learning. Recommendations include embedding structured prompts and recommendations for what the prompts should be. These strategies support curriculum development that encourages students to think critically about their tools, decisions, and design identity. In doing so, the study contributes to the evolving pedagogy of AI-integrated design education. This paper contributes to the discourse on digital disruptions in design education by proposing strategies for leveraging reflective thinking when engaging with AI. As AI continues to reshape creative industries, this research underscores the importance of equipping design students with adaptive skills that merge technological proficiency with critical engagement.