Generative AI as a Sociotechnical Challenge: Inclusive Teaching Strategies at a Hispanic-Serving Institution

Generative artificial intelligence (GenAI) is reshaping science, technology, engineering, and mathematics (STEM) education by offering new strategies to address persistent challenges in equity, access, and instructional capacity—particularly within Hispanic-Serving Institutions (HSIs). This review documents a faculty-led, interdisciplinary initiative at the University of La Verne (ULV), an HSI in Southern California, to explore GenAI’s integration across biology, chemistry, mathematics, and physics. Adopting an exploratory qualitative design, this study synthesizes faculty-authored vignettes with peer-reviewed literature to examine how GenAI is being piloted as a scaffold for inclusive pedagogy. Across disciplines, faculty-reported benefits such as simplifying complex content, enhancing multilingual comprehension, and expanding access to early-stage research and technical writing. At the same time, limitations—including factual inaccuracies, algorithmic bias, and student over-reliance—underscore the importance of embedding critical AI literacy and ethical reflection into instruction. The findings highlight equity-driven strategies that position GenAI as a complement, not a substitute, for disciplinary expertise and culturally responsive pedagogy. By documenting diverse, practice-based applications, this review provides a flexible framework for integrating GenAI ethically and inclusively into undergraduate STEM instruction. The insights extend beyond HSIs, offering actionable pathways for other minority-serving and resource-constrained institutions.