Promoting AI literacy in social work education: lessons from an interdisciplinary course for social work students
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Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
2026
Typ der Arbeit
Studiengang
Sammlung
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Social Work Education
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
45
Ausgabe / Nummer
1
Seiten / Dauer
Patentnummer
Verlag / Herausgebende Institution
Routledge
Verlagsort / Veranstaltungsort
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Artificial intelligence (AI), particularly generative AI and large language models (LLMs), are reshaping the landscape of social work practice. Schools of social work are only beginning to respond to these changes. This article presents findings from an interdisciplinary summer school course designed to promote AI literacy among social work students. The curriculum combined a range of interactive learning experiences with time for ethical reflection, and a developmental experience of creating domain-specific CustomGPTs. In order to understand student’s acquisition of AI knowledge and skills, we used an AI literacy measure called the ‘Scale for the assessment of non-experts’ AI literacy’ (SNAIL). We assessed changes in AI literacy through pre- and post-course self-assessments based on the SNAIL questionnaire. The results show statistically significant and potentially meaningful gains in AI literacy. The responses suggest that the course helped increase AI knowledge, enabling students to shift from hesitant observers to confident users of and thinkers about AI tools. This study contributes to the emerging field of AI literacy in social work by offering a model for interdisciplinary teaching on generative AI content.
Schlagwörter
Fachgebiet (DDC)
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
0261-5479
1470-1227
1470-1227
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Hybrid
Lizenz
Zitation
Weber, J., & Goldkind, L. (2026). Promoting AI literacy in social work education: lessons from an interdisciplinary course for social work students. Social Work Education, 45(1). https://doi.org/10.1080/02615479.2026.2635471