Educational potential of e-social work: social work training in Spain

ABSTRACT

Information and communication technologies (ICTs) have enhanced peer communication and contributed to social change and, as such, have become an essential tool in the initial training and professional development of future social work practitioners. In the new millennium, it is particularly important to provide the foundations for delivering appropriate interventions in the fields of social education, social services, healthcare and development cooperation. To face these new challenges, training programmes in the framework of the European Higher Education Area should facilitate the acquisition of skills and competencies through curricula based on ongoing assessment which promote creativity and educational innovation. Through a systematic and comprehensive review of the scientific literature, this article examines the educational potential of e-social work in Spain and the training needs of social workers from an interdisciplinary approach. A critical debate is presented throughout the paper to encourage reflection among professionals. The study highlights the importance of the acquisition of digital skills through the development of educational intervention programmes using the latest technological media and resources with a view to serving citizens in these new spaces of interaction.

RESUMEN

Las tecnologías de la información han potenciado la comunicación entre iguales y han contribuido al cambio social. De acuerdo con este punto de vista, la utilización de las TIC en el ámbito educativo es primordial para la formación inicial y el desarrollo profesional de los futuros trabajadores sociales. Especialmente en los ámbitos socioeducativo, servicios sociales, salud y cooperación al desarrollo se deberán proporcionar las bases y fundamentos que faciliten una intervención adecuada a la sociedad del nuevo milenio. El contexto formativo del Espacio Europeo de Educación Superior debe facilitar, mediante los planes de estudio en una dinámica de evaluación continua, la adquisición de competencias, habilidades y destrezas que capaciten a los trabajadores sociales en la creatividad e innovación educativa ante los nuevos retos del siglo XXI. En el presente trabajo se analizan las posibilidades educativas del e-social work en España, a través de una revisión bibliográfica sistemática e integradora de artículos científicos, atendiendo a las necesidades formativas del trabajador social desde un enfoque interdisciplinar y presentar, al mismo tiempo, un debate crítico a lo largo del texto que permita provocar reflexión entre los profesionales. Asimismo, se prioriza su preparación para la adquisición de competencias digitales que les permitan atender a la ciudadanía en nuevos espacios de interacción, mediante el desarrollo de programas de intervención educativos en los que se utilicen los últimos medios y recursos tecnológicos.

KEYWORDS:

• E-social work
• professional training
• digital skills
• ICTs
• educational innovation

PALABRAS CLAVE:

• e-social work
• formación de profesionales
• competencias digitales
• TIC
• innovación educacional

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Francisco Javier García-Castilla is Doctor in Sociology in the Program of Exclusion and Social Policy by the Universidad Pontificia Comillas de Madrid (Spain). He has a degree in Sociology and a Diploma in Social Work from the same University. Professor Contratado Doctor is currently assigned to the Department of Social Work in the Faculty of Law of the National University of Distance Education. He currently teaches in the Social Work degree and in two university master’s degrees. He has participated as a researcher in four R+D+i projects. His publications include book chapters and articles related to adolescence and youth.

Ángel de-Juanas Oliva is professor of Social Pedagogy in National Distance Education University (UNED, Spain) since 2009. PhD in Educational Psychology (UCM). Member of the research group Socio-educational Intervention (UNED) and Coordinator of the Master in Educational Intervention in Social Contexts. At present, he is focusing on the study of the professional development of social educators and social workers. Moreover, in recent years, he has been interested in investigating the leisure of young people at social risk.

Eloy Vírseda-Sanz is Assistant professor of the Department of Social Work of the National University of Distance Education and doctorate in Philosophy of Science from the University of Salamanca. His lines of work are the research methodology in social sciences, the philosophy of science and technology, the sociology of law, the sociology of childhood and youth and the study of social inequality and the labour market.

Javier Páez Gallego is Doctor of Education from the National Distance Education University (UNED, Spain). He also works as a teacher of the Master in Educational Intervention in Social Contexts at the same university since 2015. Member of the research group Effective teaching strategies implemented in the End of Title Works (EDIT). Currently, he focuses his research on the study of the axiological dimension of human beings and moral development during adolescence, developing values education programmes in contexts of non-formal education.

ORCID

Francisco Javier García-Castilla http://orcid.org/0000-0003-3040-640X

Ángel De-Juanas Oliva http://orcid.org/0000-0003-0103-7860

Eloy Vírseda-Sanz http://orcid.org/0000-0002-0677-669X

Javier Páez Gallego http://orcid.org/0000-0001-8245-9197