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Social Sciences
Special Issues
Digital Intervention for Advancing Social Work and Welfare Education
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Digital Intervention for Advancing Social Work and Welfare Education

A special issue of Social Sciences (ISSN 2076-0760). This special issue belongs to the section "Social Policy and Welfare".

Deadline for manuscript submissions: closed (30 September 2024) | Viewed by 6616

Special Issue Editors

Dr. Erica Russ

E-Mail Website
Guest Editor
Faculty of Health, Southern Cross University, Gold Coast, QLD 4225, Australia
Interests: family work; prevention and early prevention (child and family welfare); community development; professional ethics; critical self-reflection; relational practice
Dr. Elizabeth C Reimer

E-Mail Website
Guest Editor
Faculty of Health, Southern Cross University, Gold Coast, QLD 4225, Australia
Interests: family work; prevention and early prevention (child and family welfare); community development; professional ethics; critical self-reflection; relational practice

Special Issue Information

Dear Colleagues,

As a profession focused on practice working with people in social work education, there has historically been a strong focus on developing knowledge and practice skills in classroom settings and an associated tendency or reluctance to engage with technology. More recently, there has been significant growth in online programs, which require the use of technology, creating a shift in approaches to teaching social work. These programs opened the door to many students not previously able to study. Similarly, the use of technology in practice is rapidly increasing with the emergence of telehealth, eHealth, and a move to technology-based services. The rapidly increasing availability and capacity of generative artificial intelligence is similarly creating both challenges and opportunities, particularly in education settings. In these changing educational and practice environments, it is critical for social work educators to consider the role of technology in social work education and preparation for practice. This Special Issue encourages submissions of digital intervention in advancing social work education.

This Special Issue invites papers that examine the application of technology and digital intervention in teaching, the challenges, opportunities, benefits, and ethical considerations for social work education, and issues and implications for preparing graduates for changing social work practice in a digital world.

Please submit your proposals and any questions to special issue guest editors by 30 April 2024. Notification of acceptance will be provided by 13 May 2024. Final papers are due on 30 September 2024 for peer review.

Dr. Erica Russ
Dr. Elizabeth C Reimer
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Social Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • social work education
  • field education
  • field practicum
  • social work practice
  • social work skills
  • simulation-based learning
  • virtual education
  • online education
  • technology-based social work interventions
  • social work digital intervention

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Published Papers (8 papers)

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Editorial

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3 pages, 126 KiB  
Editorial
Digital Intervention for Advancing Social Work and Welfare Education
by Erica Russ and Elizabeth Claire Reimer
Soc. Sci. 2025, 14(1), 50; https://doi.org/10.3390/socsci14010050 - 17 Jan 2025
Viewed by 390
Abstract
The Editors are delighted to introduce this Special Issue of Social Sciences, which focuses on the application of technology and digital interventions in social work and community welfare teaching [...] Full article
(This article belongs to the Special Issue Digital Intervention for Advancing Social Work and Welfare Education)

Research

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13 pages, 257 KiB  
Article
Podcasting as an Innovative Pedagogical Tool in Social Work Education
by Mim Fox and Jonathan B. Singer
Soc. Sci. 2025, 14(1), 47; https://doi.org/10.3390/socsci14010047 - 16 Jan 2025
Viewed by 578
Abstract
Podcasting as a means of educational delivery has been slowly increasing since the introduction of podcasting to the consciousness of the general public in 2004. In parallel, social work education has experienced a global increase in online and remote delivery. Social workers globally [...] Read more.
Podcasting as a means of educational delivery has been slowly increasing since the introduction of podcasting to the consciousness of the general public in 2004. In parallel, social work education has experienced a global increase in online and remote delivery. Social workers globally have embraced social work content podcasts as a means of providing, and supplementing, their traditional pedagogy. In this article, the authors, both international podcasting social work academics, present an innovative framework for podcasting pedagogy and discuss co-production of podcasts as a form of teaching and learning co-design that is grounded in social work approaches to knowledge creation, dissemination, and scholarship. Full article
(This article belongs to the Special Issue Digital Intervention for Advancing Social Work and Welfare Education)
17 pages, 784 KiB  
Article
Bridging Boundaries to Acquire Research and Professional Skills: Reflecting on the Impact and Experiences of Technology-Enabled Collaborative Cross-Institutional and Transnational Social Work Placement Projects
by Joanne Rose, Carmel Halton, Louise Morley and Monica Short
Soc. Sci. 2024, 13(12), 659; https://doi.org/10.3390/socsci13120659 - 4 Dec 2024
Viewed by 791
Abstract
Worldwide, social work educators’ teaching and learning practices are founded on social justice principles and recognised for their evidence-based, interpersonal, cross-cultural, and problem-solving approaches. Placements are integral to social work education preparing students for practice. Learning experienced on such placements, particularly those involving [...] Read more.
Worldwide, social work educators’ teaching and learning practices are founded on social justice principles and recognised for their evidence-based, interpersonal, cross-cultural, and problem-solving approaches. Placements are integral to social work education preparing students for practice. Learning experienced on such placements, particularly those involving research, can assist students to develop a broad understanding of diversity, inequality, and anti-oppressive practice in local, national, or international contexts. Technology-enhanced, online research opportunities have revolutionised research placements. This article offers a reflective dialogue on the insights gained from two transnational, technology-enhanced social work research-based placements. The first example reviews three student-led, rural-focused inquiries completed in Australia and Ireland; the second pertains to students physically situated in Ireland and who engaged in collaborative online projects while completing their USA-based social work placements online. The authors reflect on the experiences and the skills the students developed and how the application of technology helped meet an increasing need for environmentally sustainable practices in teaching, learning, and research on placement. Publicly available student reflections on significant knowledge and practice benefits gained from their transnational experiences are considered. The study highlights how reflective practice assisted in the enactment of research in online contexts. Full article
(This article belongs to the Special Issue Digital Intervention for Advancing Social Work and Welfare Education)
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16 pages, 1299 KiB  
Article
Examining the Role of Generative AI in Enhancing Social Work Education: An Analysis of Curriculum and Assessment Design
by Elizabeth Claire Reimer
Soc. Sci. 2024, 13(12), 648; https://doi.org/10.3390/socsci13120648 - 29 Nov 2024
Viewed by 1150
Abstract
Generative Artificial Intelligence (GAI) holds significant potential to advance the field of social work, yet it brings forth considerable challenges and risks. Key concerns include the legal and ethical ramifications of GAI application, as well as its effects on the vital human connections [...] Read more.
Generative Artificial Intelligence (GAI) holds significant potential to advance the field of social work, yet it brings forth considerable challenges and risks. Key concerns include the legal and ethical ramifications of GAI application, as well as its effects on the vital human connections inherent in social work. Nonetheless, educators in this field must ready their students for the evolving digital environment, ensuring they are adept at employing GAI thoughtfully, skillfully, and ethically. This article will explore the integration of GAI knowledge and skills within educational settings. It will feature a case study detailing the author’s redesign of community welfare and social work degree assignments to include GAI within a community welfare/social work undergraduate course in Queensland, Australia. The discussion will extend to curriculum and assessment development processes aimed at leveraging GAI to enhance student learning, knowledge retention, and confidence in applying GAI within their academic and professional pursuits. Furthermore, the article will examine the implications for curriculum and assessment design, emphasizing the importance of clear learning objectives, the creation of specific, intricate, and contextualized assessments, the necessity for students to critically evaluate GAI outputs, and the challenge of presenting GAI with tasks beyond its capabilities. Full article
(This article belongs to the Special Issue Digital Intervention for Advancing Social Work and Welfare Education)
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11 pages, 510 KiB  
Article
Utilising H5P Simulations to Enhance Social Work Education
by Gerard Jefferies
Soc. Sci. 2024, 13(11), 598; https://doi.org/10.3390/socsci13110598 - 4 Nov 2024
Viewed by 702
Abstract
Higher education is tasked with the challenge of producing graduate-ready professionals. Thus, alternative learning and assessment activities are needed to provide students with real-life complex experiences, particularly in fields like social work. This quasi-experimental design study explored the effectiveness of H5P virtual simulation [...] Read more.
Higher education is tasked with the challenge of producing graduate-ready professionals. Thus, alternative learning and assessment activities are needed to provide students with real-life complex experiences, particularly in fields like social work. This quasi-experimental design study explored the effectiveness of H5P virtual simulation to teach assessment and direct practice skills to social work students (n = 80). Mixed-methods data based on the pre/post outcomes of skill development were analysed using descriptive and bi-variate analysis as well as thematic analysis for qualitative data. A Wilcoxon signed-rank test reveals significant outcomes in assessment and practice skills between pre- and post-measures. The qualitative findings include three key themes: (1) realism, (2) engagement, and (3) practice skills. This study provides evidence and highlights the importance of using virtual simulation to help students develop skills to manage complex real-world problems. Full article
(This article belongs to the Special Issue Digital Intervention for Advancing Social Work and Welfare Education)
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Review

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27 pages, 3363 KiB  
Review
Democratizing Artificial Intelligence for Social Good: A Bibliometric–Systematic Review Through a Social Science Lens
by Chitat Chan and Afifah Nurrosyidah
Soc. Sci. 2025, 14(1), 30; https://doi.org/10.3390/socsci14010030 - 10 Jan 2025
Viewed by 986
Abstract
This study provides a comprehensive analysis of the opportunities for democratizing artificial intelligence (AI) for social good using a bibliometric–systematic literature review method. It combines the quantitative analysis of bibliometric methods with the qualitative synthesis of systematic reviews. This approach helps identify patterns, [...] Read more.
This study provides a comprehensive analysis of the opportunities for democratizing artificial intelligence (AI) for social good using a bibliometric–systematic literature review method. It combines the quantitative analysis of bibliometric methods with the qualitative synthesis of systematic reviews. This approach helps identify patterns, trends, and gaps in the literature, advancing theoretical insights and mapping future research directions. Design/methodology/approach: Scopus, PubMed, and Web of Science, as prominent scientific databases, were utilized to examine publications between 2014 and 2024. The article selection followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. The bibliometric analysis was conducted using CiteSpace software. Findings: The bibliometric analysis identified the most influential articles, journals, countries, authors, and key themes. The systematic thematic analysis identified established modes of using AI for social good. Moreover, future research directions are suggested and discussed in this article. Practical implications: The findings give future research directions and guidance to academics, practitioners, and policymakers for real-world applications. Full article
(This article belongs to the Special Issue Digital Intervention for Advancing Social Work and Welfare Education)
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18 pages, 371 KiB  
Review
Dialogue with Avatars in Simulation-Based Social Work Education: A Scoping Review
by Åsa Vidman and Pia Tham
Soc. Sci. 2024, 13(11), 628; https://doi.org/10.3390/socsci13110628 - 20 Nov 2024
Viewed by 801
Abstract
Virtual reality provides students with the opportunity to have simulated experiences in a safe setting and is mostly used to teach direct practice skills. One of the most advanced ways of using virtual simulation in social work education is to interact with avatars. [...] Read more.
Virtual reality provides students with the opportunity to have simulated experiences in a safe setting and is mostly used to teach direct practice skills. One of the most advanced ways of using virtual simulation in social work education is to interact with avatars. Aim: The overall aim of this scoping review was to find out what is known about the use of dialogue with avatars in virtual reality in simulation-based social work education. Materials: Using Arksey and O’Malley’s scoping review framework, 11 articles were included in this review. Results: The skills taught with the avatars varied, as did the ways of preparing students for the sessions. The training was assessed as meaningful learning in a safe and comfortable environment, offering an opportunity to train in practical skills. According to the pre- and post-tests, in several studies the students’ skills seemed to have improved after the training. The qualitative data also pointed to skill developments. Conclusion: Training with avatars seems to be a useful way of preparing students for their future profession and seems to hold great potential in preparing students for demanding situations that cannot be easily trained for in a classroom. The results also point to technical elements that would benefit from development. Full article
(This article belongs to the Special Issue Digital Intervention for Advancing Social Work and Welfare Education)

Other

13 pages, 260 KiB  
Project Report
Ecopedagogy in Remote Digitally Facilitated Field Education Experiences: Embedding Ecosocial Work in Practice
by Ros Darracott
Soc. Sci. 2024, 13(12), 633; https://doi.org/10.3390/socsci13120633 - 25 Nov 2024
Viewed by 537
Abstract
Teaching that centers holistic understandings of humans and the natural environment is relatively new in Australian social work education. This position is purposefully embraced to embed ecological justice as a key consideration in day-to-day practice. Alongside the growing professional awareness of ecological concerns [...] Read more.
Teaching that centers holistic understandings of humans and the natural environment is relatively new in Australian social work education. This position is purposefully embraced to embed ecological justice as a key consideration in day-to-day practice. Alongside the growing professional awareness of ecological concerns and emerging commitment to ecosocial work practice, field education is evolving and allowing students to engage in remote digitally facilitated field placements. This provides new opportunities for creatively embedding ecological learning and ecosocial work practices into student field education thus promoting incorporation of these into the students’ emerging professional practice frameworks. This descriptive article examines the structure and pedagogical approach used in a series of such placements provided in partnership with environmental not-for-profit organizations. These digitally facilitated field education experiences can provide a powerful mechanism for transformational ecosocial learning, particularly when underpinned by Freirean ecopedagogy which resonates with social work’s professional values and purpose. Additionally, there is opportunity for mutual benefit when these placements are hosted by environmental not-for-profit organizations. Full article
(This article belongs to the Special Issue Digital Intervention for Advancing Social Work and Welfare Education)
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