Purpose: This exploratory study innovates the pedagogy of undergraduate business research courses by integrating Generative Artificial Intelligence (GAI) tools, guided by human-centered artificial intelligence, social-emotional learning, and authenticity principles. Design/methodology/approach: An insider case study approach was employed to examine an undergraduate business research course where 72 students utilized GAI for coursework. Thematic analysis was applied to their meta-reflective journals. Findings: Students leverage GAI tools as brainstorming partners, co-writers, and co-readers, enhancing research efficiency and comprehension. They exhibit authenticity and human-centered AI principles in their GAI engagement. GAI integration imparts relevant AI skills to students. Research limitations/implications: Future research could explore how teams collectively interact with GAI tools. Practical implications: Incorporating meta-reflections can promote responsible GAI usage and develop students' self-awareness, critical thinking, and ethical engagement. Social implications: Open discussions about social perceptions and emotional responses surrounding GAI use are necessary. Educators can foster a learning environment that nurtures students' holistic development, preparing them for technological challenges while preserving human learning and growth. Originality/value: This study fills a gap in exploring the delivery and outcomes of AI-integrated undergraduate education, prioritizing student perspectives over the prevalent focus on educators' viewpoints. Additionally, it examines the teaching and application of AI for undergraduate research, diverging from current studies that primarily focus on research applications for academics.