Identifying Challenges and Opportunities in Delivering Social Work Education and Field Practice Through Online Learning

The abrupt transition to online learning during the pandemic presented significant challenges for social work education, a field deeply reliant on experiential learning and human interaction. This study investigates the challenges and opportunities in implementing the Bachelor of Social Work (BSW) curriculum, specifically the Field Practicum, via digital platforms in Sri Lanka. As a developing nation, Sri Lanka contends with persistent digital inequities, including inadequate infrastructure, unequal technology access, and financial constraints that impede full student participation. Using a mixed-methods approach, this research engaged 350 BSW students and 20 academic and field staff from the National Institute of Social Development (NISD) and the University of Peradeniya. Quantitative survey data were supplemented with qualitative insights from Key Informant Interviews (KIIs) and Focus Group Discussions (FGDs). Framed by Constructivist Learning Theory, the study evaluated how online environments support or hinder the development and application of social work competencies. Findings revealed that while online education maintained academic continuity and enhanced accessibility for rural and marginalized students, overall satisfaction was moderate, with only 59% rating the experience as effective. Primary challenges included unreliable internet connectivity (74%), high costs of data and devices (60%), and difficulties in replicating hands-on activities like field supervision and role-playing. The study concludes that online learning offers flexibility but cannot fully substitute for the experiential methods central to social work education. It recommends robust policy initiatives, training in digital instruction, enhanced student support, and the creation of a blended model incorporating a specialized Field Practicum Application for remote supervision.