Using AI to support interview preparation among widening participation students

New research explores how using AI as a 'critical friend' can strengthen interview confidence and preparedness among widening participation students

Job interviews can be a challenging stage in graduate recruitment, particularly for students from widening participation backgrounds who may have had less exposure to professional recruitment processes. This study examines how structured use of AI can support interview preparation, exploring its impact on students' confidence, preparedness and ability to articulate their skills.

Key findings

• Students entered the intervention with low confidence and preparedness. Qualitative responses indicated that interviews were associated with nerves, fear of failure, and uncertainty about how to respond to difficult questions.
• Students reported feeling unprepared and unable to answer difficult questions, highlighting a clear gap in structured interview preparation. This suggests the main barrier was not confidence alone, but a lack of transferable preparation strategies.
• Preparation strategies prior to the intervention were largely informal and unstructured. Students typically relied on informal approaches such as reading job descriptions, searching online, or trying to manage nerves.
• Structured AI-supported preparation was associated with a clear increase in confidence and preparedness. Importantly, no students selected the option 'I don't feel more confident in any area' following the intervention.
• The strongest gains occurred in practical interview preparation skills. Students reported increased confidence in analysing job descriptions, identifying key skills, anticipating interview questions, and structuring their answers.
• Notably, fewer students reported improvements in managing nerves, suggesting that while structured preparation strengthened students' cognitive readiness for interviews, it was less effective in addressing affective barriers such as anxiety and fear of performance. This indicates that structured preparation can enhance interview technique and reduce uncertainty, but does not fully address the emotional dimensions of interview performance.
• Improvements in confidence were linked to structured rehearsal and clearer expectations. Students reported that AI-supported preparation helped them organise their thoughts, refine their responses, and link their experience more clearly to the job requirements.
• Students viewed AI as a useful preparation tool rather than a shortcut. They highlighted the value of generating likely interview questions, improving the structure of their answers, and receiving feedback on draft responses.
• Guidance and facilitation were important for effective use. While most students engaged confidently with the activity, a small number required additional support to navigate the tool and interpret outputs.
• The findings suggest that structured AI-supported interview preparation can strengthen perceived interview preparedness.

About the report

This Jisc-funded research report presents findings from a small-scale, classroom-based study at the University of South Wales exploring the role of generative AI in interview preparation for widening participation students. Using a structured intervention involving Microsoft Copilot, the study examined whether AI-supported interview preparation could improve students' confidence and preparedness for interviews.

The findings provide insight into how structured, practitioner-led use of AI can help address gaps in interview preparation and support increased confidence and preparedness. While the study is illustrative rather than generalisable, it offers practical implications for integrating AI into employability education in ways that enhance, rather than replace, professional guidance.