In the context of undergraduate communication studies, teaching in-depth interviewing presents challenges related to the design of clear questions, logical structure of the conversation, active listening, and the development of empathy during interaction. This proposal arises as a pedagogical innovation aimed at addressing these challenges by integrating active learning methodologies, situated digital resources, and artificial intelligence-based simulations.

The experience was implemented with undergraduate Communication students through a two-session, two-hour learning sequence. In the first session, students engaged with the theoretical foundations of in-depth interviews, followed by two practical iterations of interview design aimed at producing a short documentary. Subsequently, a situated learning activity was introduced through listening to the podcast Sociedad Migrante, with the goal of sensitizing students to the attitudinal tone and conversational elements that arise in real interviews on migration.

As the core innovative component, the experience included a real-time simulation with feedback via ChatGPT, where each student interacted with an AI simulating a migrant profile. This activity allowed students to practice conversational competencies and reflect on their decision-making during the interview, receiving feedback on the clarity of their questions, empathy, logical flow, and adaptability in response to the interviewee's answers.

The methodology incorporated diagnostic assessments at the beginning, midpoint, and end of the experience, using instruments designed to evaluate the evolution of interview design, conversational awareness, and the appropriation of digital tools for learning. The expected outcomes include the strengthening of key competencies for professional communication practice: meaningful interview design, active listening, contextualized empathy, and real-time adaptability.

This proposal demonstrates how the combination of innovative pedagogical approaches—situated learning, AI-powered simulations, and iterative formative assessment—can transform the teaching of complex communicative skills. The experience is transferable to other educational programs seeking to meaningfully integrate technology into competency-based learning, offering a relevant, ethical, and effective teaching alternative for 21st-century higher education.

Keywords: Situated learning, In-depth Interview, Communication Competencies, Artificial Intelligence in Education.