University training in Psychology requires pedagogical approaches that address the complexity of current psychosocial phenomena in an integrated manner. This study presents a teaching innovation project designed to strengthen the development of professional competencies in two applied contexts of Psychology through the implementation of Case-Based Learning (ABC) and simulation through role-playing using videos. Specifically, it will intervene in the subjects of Legal Psychology and Community Psychology of Social Services within the Degree in Psychology at the University of Jaén, as the joint approach of these subjects is consistent with the professional reality where the limit between the community and the legal often interlaces.

The proposal is based on the need to overcome the limitations of traditional teaching models and to provide evidence on the effectiveness of active learning methodologies in Social Psychology, given the generalized scarcity of such evidence. The project responds to a triple justification: pedagogical, by promoting active and integrated learning; professional, by connecting students to the coordinated intervention between institutions in real cases; and social, by addressing highly relevant issues such as gender violence, family violence, or antisocial behavior. In addition, it will integrate the participation of professionals from the legal and community fields who will provide expert feedback, improving the connection between teaching and real practice.

The intervention will be structured in five phases: design of teaching materials, initial evaluation of knowledge and competencies, implementation of training activities, final evaluation of knowledge, competencies, and satisfaction with the teaching methodology, and dissemination of results. As for the specific activities, they are divided into four blocks: ABC: Presentation of cases, formation of working groups, analysis and elaboration of multimedia materials; Psychological evaluation: Design of interviews and selection of appropriate instruments; Role-playing: Execution of videotaped simulations, training in different roles and construction of scripts; Professional feedback: Participation of experts who analyze the interventions and generate formative discussion.

Through a pre-post test design with a mixed approach, we aim to assess changes in knowledge, perception of acquired skills, and student satisfaction with the teaching methodology. This work presents the results of the pre-test phase, which will allow us to establish a baseline in relation to the knowledge and skills possessed by students prior to the implementation of the project. Among the expected results after the implementation of the project are improvements in decision-making, ethical reasoning, collaborative work, and effective communication. An increase in motivation and perception of professional self-efficacy and a hight satisfaction with the innovative methodology applied is also expected.

It is considered that the project will represent a relevant contribution to pedagogical innovation in higher education by promoting a more meaningful learning, contextualized and aligned with the real demands of the professional practice of psychology in legal-community contexts. In addition, the methodological approach could be extended to other subjects of the Degree in Psychology and related degrees in the socio-health field, with the potential to be adapted to interdisciplinary contexts.

Keywords: Case-based learning, simulation, role-playing, legal psychology, community psychology.