New research from the University of South Wales attempts to provide some of the answers to whether AI can help Wales’ graduates navigate the job interview world.
A graduate job interview is daunting for anyone. For many students, the nerves begin long before the first question. What will they ask me? Can I give a strong example? Will they see the real me?
For students from widening participation (WP) backgrounds, meaning those underrepresented in higher education such as students from low income households,care experienced students, disabled students, or the first in their family to attend university, these worries can feel sharper. They may not have family members with graduate experience. They may lack confidence in describing their skills. Many also juggle work or caring responsibilities that leave little time to prepare. In a labour market that rewards polish and confidence, these factors can add up.
As Wales looks to its economic and social future with the Welsh Government’s Well-being of Future Generations (Wales) Act 2015 that promotes a “skilled and well-educated population in an economy which generates wealth and provides employment opportunities,” this issue is critical. If graduates are not equally equipped to compete, we risk entrenching inequality and missing out on talent.
If graduates are not equally equipped to compete, we risk entrenching inequality and missing out on talent.
This is why colleagues from across the careers and teaching team in the Faculty of Life Sciences and Educations at the University of South Wales (USW) are about to begin a new project to explore whether generative artificial intelligence (AI) could help.
A new project at USW
Earlier this year, the USW Careers team was awarded a Jisc research grant to run a small scale study on how generative AI might support students in preparing for job interviews.
The idea is simple: use AI not as a shortcut, but as a “critical friend.” In classroom sessions this autumn, students will experiment with Microsoft Copilot to:
- analyse a job description and identify the skills an employer is looking for;
- generate likely interview questions;
- draft an answer to one question and then use AI feedback to refine it.
At each stage, students will pause to reflect on what was good about using AI, what they think was bad about it, how it made them feel, and whether there was anything that surprised them.
Syniadau uchelgeisiol, awdurdodol a mentrus.
Ymunwch â ni i gyfrannu at wneud Cymru gwell.
Our main focus is on widening participation students. However, if others take part, we will include their responses, too. Comparing experiences will give us a fuller picture of how AI might support different groups.
Why this matters for Wales
Graduate employability is a challenge in Wales. Many young people leave to find opportunities elsewhere. Those who stay may struggle to enter professional roles without strong networks or practice in high-stakes interviews.
At the same time, AI is rapidly reshaping the world of work. Tools like Copilot and ChatGPT are already being used in industry. The question is no longer if students will encounter AI, but whether they know how to use it responsibly. Employers are increasingly aware that applicants may use AI to support their applications. Some law firms have even issued guidance encouraging its use for research, improving drafts, and checking grammar. At the same time, the Civil Service reminds candidates that AI should be used with care and responsibility.
For Wales, this brings both risks and opportunities. Without guidance, AI could widen the gap between confident users and those left behind. But if used carefully, it could help all students practise, reflect and prepare more effectively for the job market.
Without guidance, AI could widen the gap between confident users and those left behind. But if used carefully, it could help all students practise, reflect and prepare more effectively for the job market.
What we hope to learn
Because the project has not yet begun, it is not possible at this time to point to results. But we can set out the questions, which we are aiming to answer:
- Can AI increase students’ confidence in preparing for interviews?
- Is AI effective in helping students identify the skills required in job descriptions?
- Do students feel better able to practise and refine their answers to interview questions when supported by AI?
Our method combines short surveys before and after participating in the AI exercise with in-class reflections captured on Padlet. The aim is to capture both confidence levels and personal insights.
Beyond the classroom
This project is small in scale, but it connects to a much larger conversation. The UK Government has pledged millions in investment for science and technology, with South Wales highlighted for its role in semiconductors. But investment in high-tech industries will only succeed if Wales also develops the people to match.
That means graduates who are confident, adaptable and digitally literate. Not just those who can code, but those who can use AI tools thoughtfully in everyday professional contexts.
So far, Welsh Government policy has little to say about AI in education. Yet if we are serious about social mobility and employability as highlighted in the Well-being of Future Generations (Wales) Act 2015, we cannot afford to ignore it. Should Wales take its own approach, just as it has in curriculum reform? And how can schools, universities, and careers services work together to ensure AI supports all learners including those from a widening participation background, and not just those already advantaged?
Gofod i drafod, dadlau, ac ymchwilio.
Cefnogwch brif felin drafod annibynnol Cymru.
Looking ahead
For the students who take part in our study this autumn, the immediate outcome will be modest but meaningful. They will leave with new prompts to practise using AI tools such as Microsoft Copilot, a clearer sense of the skills employers want, and hopefully more confidence for their next interview.
But the broader point is this: could AI help promote equity in accessing jobs, if introduced with care and ethics, as well as critical reflection and professional curiosity?
It should not replace professional careers advice. Nothing can substitute a human adviser who listens and responds. But for students preparing alone, often late at night, AI might offer a useful bridge: a set of questions to practise with, feedback on an answer, or a nudge to keep improving. And that is exactly what our study is setting out to explore.
In a Wales that is striving to be fairer, more skilled and more future-ready, that feels like a question worth asking.
About the authors: This article was written by the research team at the University of South Wales: Corrine John (Principal Investigator) and co-investigators Lise Jacobsen and Anthony Skates. Together, they are leading a Jisc-funded project exploring whether generative AI can support widening participation students with employability.
All articles published on the welsh agenda are subject to IWA’s disclaimer. If you want to support our work tackling Wales’ key challenges, consider becoming a member.
