Examining the Role of Generative AI in Enhancing Social Work Education
An Analysis of Curriculum and Assessment Design
Bibliographic Data
| ID | 5936851 |
|---|---|
| Authors | Elizabeth Claire Reimer (0000-0003-3578-3466, Southern Cross University, corresponding author) |
| Year | 2024 |
| Volume | 13 |
| Issue | 12 |
| Pages | 648 |
| Publication date | 2024-11-29 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2076-0760 • E-ISSN: 2076-0760 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/socsci13120648 |
| OpenAlex | W4404959158 |
| Language | EN |
| Citations received | 4 |
| References cited | 28 |
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
Curriculum · Engineering ethics · Field (mathematics · Generative grammar · Knowledge management · Pedagogy · Work (physics · Community Development and Social Impact · Computer Science · Engineering · Family and Patient Care in Intensive Care Units · Psychology · Social Work Education and Practice · Artificial Intelligence
Explaining higher education social sciences students’ misuse of generative artificial intelligence
How generative artificial intelligence transforms teaching and influences student wellbeing in future education
Towards a framework for digital literacy in social work education in a time of artificial intelligence
Digital Intervention for Advancing Social Work and Welfare Education
Generative AI tools and assessment
Transformative Learning
Using Generative Artificial Intelligence Tools to Explain and Enhance Experiential Learning for Authentic Assessment
AI Creates the Message
Contextual social valences for artificial intelligence
Social Research
Race with the machines
Establishing the critical elements that determine authentic assessment
The role of authentic assessment in developing authentic leadership identity and competencies
Authentic assessment
Recommendations for Social Work Researchers and Journal Editors on the Use of Generative AI and Large Language Models
Generative Artificial Intelligence in Education and Its Implications for Assessment
By the light of the Tao
Neither ‘Neo-Luddism’ nor ‘Neo-Positivism’; Rethinking Social Work’s Positioning in the Context of Rapid Technological Change
A Liminal Moment in Social Work
Exploring the Scholarship of Teaching
Meta-deliberation
Theorizing Community Development
| Citations per year | 4 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |