No one is talking to Practice Educators about Generative Artificial Intelligence

Clare Stone

doi:10.1921/jpts20242434

Authors

Clare Stone Professor of Social Work Education at Lancaster University https://orcid.org/0000-0001-7331-4244

DOI:

https://doi.org/10.1921/jpts20242434

Keywords:

Generative Artificial Intelligence, Practice Education, Field Educators, social work education, interpretative phenomenological analysis

Abstract

This mixed methods research included 50 participants to explore Practice Educators experiences of Generative Artificial Intelligence (Gen AI) in social work settings.

Survey and interview data illustrated a general lack of awareness about what Gen AI platforms may be used and how to use them safely. Although a small number of Practice Educators are experimenting with different AI tools, they appear to be doing this in isolation and often covertly. None of the participants in the empirical research reported here, were aware of their employer having an AI policy, nor had they received guidance from universities about student use of AI on placement.

The article concludes that it is timely for social work employers to develop a strategic approach to Gen AI which will include practice guidance, training and ongoing support to enable social workers to ethically and competently use Gen AI. There is also a role for universities and social work professional bodies to lead the way in this emerging technology and harness its capabilities within social work education and practice.

Author Biography

Clare Stone, Professor of Social Work Education at Lancaster University

Dr Clare Stone is a registered social worker, who worked within statutory services before moving into academia. Clare’s current role is Professor of Social Work Education and Lead Social Worker at Lancaster University. Her doctoral thesis and published work, considers aspects of competence for social work practice. Her latest research explores generative artificial intelligence as a pedagogic and practice tool.

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