Challenges of ICT Integration in Social Work Practicums in African Higher Education: A Systematic Review
Abstract
This systematic review explores the role of Information and Communication Technology (ICT) in enhancing social work practicums within higher learning institutions across developing African nations. Key challenges identified include the absence of clear institutional policies for ICT integration, insufficient funding for welfare organizations, particularly from the South African Department of Social Development, and unreliable internet access in rural regions. Additionally, the lack of clarity within the Department of Education’s policy framework regarding appropriate technologies for educational curricula hinders students’ practical experiences. Using the PRISMA methodology, this review analyzed 65 peer-reviewed articles selected from an initial retrieval of 320 sources from databases such as Google Scholar, Taylor & Francis, Scopus, ScienceDirect, and ResearchGate. The inclusion and exclusion criteria ensured relevance to the topic of ICT challenges in social work education. The findings highlight a pressing need for revised policies and the introduction of new legislation to address the technological barriers that limit social work students’ access to essential resources like Wi-Fi, digital infrastructure, and institutional support. These challenges are particularly acute in South Africa, Zimbabwe, and Mozambique, where limited technological infrastructure and financial constraints impede progress. Nonetheless, the development of Continuing Professional Development (CPD) guidelines, the introduction of affordable technologies, and the establishment of a robust national policy framework for ICT integration can significantly improve the quality of social work practicums, facilitating better alignment between theory and practice.
Full text article
References
Aruleba, O., & Jere, N. (2022). Digital divide and its impact on social work education: A focus on African rural areas. Journal of Digital Development in Africa, 6(3), 88-102.
Banks, S., Cai, T., de Jonge, E., Shears, J., Shum, M., Sobocan, G., Strom, K., Truell, R., Uriz, M. J., & Weinberg, M. (2020). Practising ethically during COVID-19: Social work challenges and responses. International Social Work, 63(5), 569-583. https://doi.org/10.1177/0020872820949614
Ferguson, H. (2018). How social workers learn in practice: An ethnographic study of learning to practise social work. British Journal of Social Work, 48(6), 1756-1773.
Goldingay, S., & Boddy, J. (2017). Ethical challenges of online practicums in social work education. Social Work Education, 36(2), 235-249.
Macqual, M., & Salleh, S. (2021). Digital literacy and ICT challenges in African social work education: A systematic review. Journal of African Educational Research, 4(1), 45-58.
Padayachee, K. (2017). Higher education institutions in Africa: Challenges and opportunities for ICT adoption. Journal of African Development, 12(2), 145-160.
Tchamyou, V. S., Erreygers, G., & Cassimon, D. (2019). Inequality, ICT and financial access in Africa. Technological Forecasting and Social Change, 139, 169-184. https://doi.org/10.1016/j.techfore.2018.11.004
Valvi, N. (2022). Digital transformation in social work education: Implications for African higher education institutions. International Journal of Social Work and Technology, 9(4), 342-359.
Abdelmaguid, H. S. (2016). Issues and challenges of social work practicum at developing countries in comparison with developed countries. Egyptian Journal of Social Work, 2(1), 2356-9212. https://doi.org/10.21608/ejsw.2016.8760
Akpan, V. I., Igwe, U. A., Blessing, I., Mpamah, I., & Okoro, C. O. (2020). Social constructivism: Implications on teaching and learning. Journal of British Education, 8(8), 49-56.
Aruleba, K., & Jere, N. (2022). Exploring digital transforming challenges in rural areas of South Africa through a systematic review of empirical studies. Journal of Scientific African, 16, 1-13. https://doi.org/10.1016/j.sciaf.2022.e01190
Banks, S., Cai, T., de Jonge, E., Shears, J., Shum, M., Sobocan, A. M., Strom, K., Truell, R., Uriz, M. G., & Weinberg, M. (2020). Practising ethically during COVID-19: Social work challenges and responses. International Journal of Social Work, 63(5), 569-583. https://doi.org/10.1177/0020872820949614
Barakabitze, A. A., Lazaro, W., Ainea, N., Mkwizu, M. H., Maziku, H., Matofali, A. X., Iddi, A., & Sanga, C. (2019). Transforming African education systems in Science, Technology, Engineering, and Mathematics (STEM) using ICTs: Challenges and opportunities. Education Research International. https://doi.org/10.1155/2019/6946809
Beegle, K., Christiaensen, L., Dabalen, A., & Gaddis, I. (2016). Poverty in a rising Africa. Africa Poverty Overview. https://doi.org/10.1596/978-1-4648-0723-7
Brau, B. (2020). Constructivism. The Students' Guide to Learning Design and Research.
Chan, C., & Holosko, M. (2016). A review of information and communication technology-enhanced social work interventions. Journal of Research on Social Work Practice, 26(1), 88-100. https://doi.org/10.1177/1049731515578884
Cwikel, J., & Friedmann, E. (2020). E-therapy and social work practice: Benefits, barriers, and training. International Journal of Social Work, 63(6), 730-745. https://doi.org/10.1177/0020872819847747
Domakin, A. (2015). The importance of practice learning in social work: Do we practice what we preach? International Journal of Social Work Education. https://doi.org/10.1080/02615479.2015.1026251
Eames, C., & Cates, C. (2011). Theories of learning in cooperative and work-integrated education. International Handbook for Cooperative & Work-Integrated Education. 2nd ed. World Association for Cooperative Education Inc.
Ferguson, H. (2018). How social workers reflect in action and when and why they don't: The possibilities and limits to reflective practice in social work. International Journal of Social Work Education, 37(4), 415-427. https://doi.org/10.1080/02615479.2017.1413083
Goldingay, S., & Boddy, J. (2016). Preparing social work graduates for digital practice: Ethical pedagogies for effective learning. Journal of Australian Social Work, 70(2), 209-220. https://doi.org/10.1080/0312407X.2016.1257036
Johnson, E. J., Bailey, K. R., & Padmore, J. (2012). Issues and challenges of social work practicum in Trinidad and Tobago and India. Caribbean Teaching Scholar, 2(1), 19-29.
Kirst-Ashman, K. K. (2013). Introduction to social work and social welfare: Critical thinking perspectives. Pacific Grove, CA: Brooks/Cole.
Kolb, D. A. (2015). Experiential learning: Experience as a source of learning and development (2nd ed.). Pearson Education, Inc.
Kourgiantakis, T., Sewell, K. M., & Bogo, M. (2019). The importance of feedback in preparing social work students for field education. Clinical Social Work Journal, 47, 124-133. https://doi.org/10.1007/s10615-018-0671-8
Kourgiantakis, T., Sewell, K. M., Hu, R., Logan, J., & Bogo, M. (2020). Simulation in social work education: A scoping review. Research on Social Work Practice, 30(4), 433-450. https://doi.org/10.1177/1049731519885015
Landi, C., Corradini, F., & Limongelli, P. (2023). Unconventional practice placements as learning experiences: Social work students' views in an online survey. Social Work Education, 42(1), 28-43. https://doi.org/10.1080/02615479.2022.2044023
Mathibela, F., & Shirindi, L. (2013). Introduction to the landscape of social work practice. Only study guide for BSW1503. Pretoria: University of South Africa.
Mattson, M. (2018). Informed consent agreements: Standards of care for digital social work practice. Journal of Social Work Education, 54(2), 227-238. https://doi.org/10.1080/10437797.2017.1404529
Macqual, S. M., & Salleh, U. K. M. (2021). Assessing prospective teachers' soft skills curriculum implementation: Effects on teaching practicum success. South African Journal of Education, 41(3), 1-21. https://doi.org/10.15700/saje.v41n3a1915
Miller, C. L. (2019). Learning theories: Constructivism. Minnesota State University, Moorhead.
Morris, T. H. (2020). Experiential learning—a systematic review and revision of Kolb's model. Interactive Learning Environment, 28(8), 1064-1177. https://doi.org/10.1080/10494820.2019.1570279
Okunade, B. A., Adediran, F. E., Odulaja, B. A., Adewusi, O. E., & Daraojimba, R. E. (2023). Technological advancements in African social work: Implications for U.S. practice. International Journal of Management & Entrepreneurship Research, 15(2), 1012-1035. https://doi.org/10.51594/ijmer.v5i12.645
Oyinlola, O. (2020). Adoption of social work technology in Africa: Possibility and realities. Journal of Development Administration, 5(1), 1-12.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., Whiting, P., & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372(71), 1-9.
Padayachee, K. (2017). A snapshot survey of ICT integration in South African schools. South African Computer Journal, 29(2), 36-65.
Pascoe, K. M. (2023). Considerations for integrating technology into social work practice: A content analysis of nine professional social work associations' code of ethics. International Journal of Social Work, 66(2), 298-312. https://doi.org/10.1177/0020872820980833
Pelaez, A. L., Garcia, R. P., & Aguilar-Tablada Masso, V. (2018). e-social work: Building a new field of specification in social work? Journal of European Social Work, 21(6), 804-823. https://doi.org/10.1080/13691457.2017.1399256
Roland, K. (2017). Experiential learning: Learning through reflective practice. International Journal of Cross-Disciplinary Subjects in Education, 8(1), 1-8. https://doi.org/10.20533/ijcdse.2042.6364.2017.0405
South Africa. (2023). South African Council for Social Service Professions. https://www.sacssp.co.za/2023/general_notice_5_of_2023_fees_payable_by_social_service_professionals_2023-2024.pdf (Accessed 12/07/2024)
Selcuk, A. A. (2019). A guide for systematic reviews: PRISMA. Turk Arch Otorhinolaryngol, 57(1), 57-58. https://doi.org/10.5152/tao.2019.4058
Steyn, D., & Mafata, M. (2024). GroundUp News, 4 April 2024.
Swartz, M. K. (2011). The PRISMA statement: A guideline for systematic review and meta-analyses. Journal of Pediatric Health Care, 25, 1-2. https://doi.org/10.1016/j.pedhc.2010.09.006
Taylor, A. (2017). Social work and digitalisation: Bridging the knowledge gap. International Journal of Social Work Education, 36(8), 869-879. https://doi.org/10.1080/02615479.2017.1361924
Tarus, J. K., Gichoya, D., & Muumbo, A. (2015). Challenges of implementing e-learning in Kenya: A case of Kenyan public universities. International Review of Research in Open and Distributed Learning, 16(1), 120-141. https://doi.org/10.19173/irrodl.v16i1.1816
Tchamyou, V. S., Erreygers, G., & Cassimon, D. (2019). Inequality, ICT, and financial access in Africa. Technological Forecasting and Social Change, 139, 1-169. https://doi.org/10.1016/j.techfore.2018.11.004
Tham, P., & Lynch, D. (2014). Prepared for practice? Graduating social work students' reflections on their education, competence, and skills. International Journal of Social Work Education, 33(6), 704-717. https://doi.org/10.1080/02615479.2014.881468
The Rural Population of South Africa (2020-2028). GlobalData.
Umoren, N. (2016). Social work development in Africa: Encouraging best practice. International Journal of Scientific & Engineering Research, 7(1), 191-203.
Valvi, D. N. (2022). Challenges of online social work practicum. International Multidisciplinary Half Yearly Research Journal, 1, 1-14.
Yoders, S. (2014). Constructivism theory and use from a 21st-century perspective. Journal of Applied Learning Technology, 4(3), 1-10.
Zhu, H., & Anderson, S. J. (2021). ICT-mediated social work practice and innovation: Professionals' experiences in the Norwegian Labour and Welfare Administration. Nordic Social Work Research, 11(4), 346-360. https://doi.org/10.1080/2156857X.2020.1740774
Authors
Copyright (c) 2024 Mmathato Calphurnia Rammutla
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright / Open Access Policy
This journal provides immediate and free open access to all its content and is distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY 4.0). This means readers are permitted to read, download, copy, distribute, print, search, or link to the full texts of articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author, as long as proper attribution is given. This policy is consistent with the Budapest Open Access Initiative (BOAI) definition of open access.
Article Details
How to Cite
Most read articles by the same author(s)
- Mmathato Calphurnia Rammutla, Ndivhuwo Doctor Sundani, Social Media’s Influence on the Attitudes of Younger Daughters-in-Law towards their Mothers-in-Law: A South African Context , Innovation Journal of Social Sciences and Economic Review: Vol. 6 No. 1 (2024)