ABSTRACT Latino communities in the United States are expanding from large urban centers to smaller cities and rural areas. Communities face an increased need to provide a wide range of community services to this underserved population. The present study used a mixed methods approach to understanding the Spanish language needs of social service agencies. An electronic survey with both quantitative and open-ended qualitative questions was administered to a convenience sample of field instructors in two university social work programs to determine their perceptions regarding the need for Spanish language services and to identify gaps in provision. This research project is an interdisciplinary effort between faculty from a World Languages and Cultures Department and the Social Work Departments at two universities, representing two distinct regions of the United States.

The present study focused on the challenges, strategies and suggestions of a group of English for Specific Purposes (ESP) instructors employed at a School of Foreign Languages (SFL) in Türkiye. It employed a qualitative case approach, involving semi-structured interviews with nine ESP instructors. The researchers analyzed the data through both directed and conventional content analysis coding methods. The findings revealed that the primary challenge was the limited or diverse language proficiency of the learners, which could lead to difficulties in selecting and adapting resources and burdening the instructors with hefty workloads. Students’ low motivation was another significant challenge, and the absence of pre-service and in-service training and of collaboration with field instructors further exacerbated the situation for ESP instructors. The participating instructors also noted discrepancies in teaching methodologies and assessment procedures both within their own institution and among various universities. To address these issues, they used resources such as native language, artificial intelligence, general English materials, images, videos as translanguaging strategies to support comprehension and motivation. They also believed that certain courses and organizations should be provided at both pre- and in-service levels devoted specifically to ESP teaching, and certain credentials requiring clarification (i.e., establishing standardizations for the ESP groups of learners) should be designed by the Higher Education Council (HEC).Thus, the participating instructors’ suggestions for the design and delivery of more efficient ESP classes hold implications for ESP instructors, higher education institutions, instructor educators, coursebook providers, HEC and the researchers in the field.

ABSTRACT Field education in social work faces significant challenges, including practicum shortages, difficulties in recruiting and retaining field instructors, and strained agency capacity. This study explores field instructors’ experiences across the different phases of the practicum in a Social Work undergraduate program in Spain, focusing on the motivations and barriers that shape their supervision of students. Using the Customer Journey Mapping method—an approach adapted from service design to visualize stakeholder critical interaction points—the study analyzed instructors’ reflections across the initial, developmental, and concluding stages of the practicum. Multiple Correspondence Analysis (MCA) was applied to identify patterns in instructors’ experiences and distinct profiles. Findings reveal two career-stage profiles. Early-career instructors reported higher motivation and satisfaction, valuing personal growth and support from the university. In contrast, mid- to late-career instructors faced greater barriers, including bureaucratic fatigue, limited recognition, and concerns about students’ preparedness for supervised practice. These profiles highlight how instructors’ experiences vary by career stage, underscoring the need for differentiated support strategies such as participatory curriculum design, streamlined procedures, and models tailored to instructors’ needs. By applying a journey mapping framework, this study provides a practical tool for identifying pressure points and improving the sustainability of field education in social work programs.

The study aimed to analyze the business, measure the production risks, costs, and profits of the broiler farming sector in Kepanjen Subdistrict with the partnership system of PT Ciomas Adisatwa and determine the steps taken to reduce these risks. The study used quantitative and qualitative descriptive methods. Sampling using the census method was 3 farmers who partnered with PT Ciomas Adisatwa. Primary and secondary data were used in this study. R/C, Break Even Point (BEP), Return on Investment (ROI), and Payback Period (PP) ratios are used in business analysis approaches. The formula of the Coefficient of Variation (CV) and lower limit (L) is used to analyze the magnitude of production, price, and profit risks. The findings of the business analysis show the feasibility of operation and growth of the livestock industry in Kepanjen District because the average results of the feasibility indicator R/C Ratio 1.08, BEP price, and BEP production are lower than the number of products and selling prices of broiler chickens obtained, ROI 8.01%, and PP less than a year. In collaboration with PT Ciomas Adisatwa, broiler farming companies have a production risk of 0.49. This broiler chicken farming company in collaboration with PT Ciomas Adisatwa has a price risk of 0.04. With a lower limit of IDR 229.10, this broiler farming business in partnership with PT Ciomas Adisatwa has a profit risk of 0.58. Farmer risk management is adequate and follows the guidance of PT Ciomas Adisatwa field instructor.

Geophysical exploration is essential for obtaining subsurface geological information and has broad applications in resource prospecting, environmental management, and engineering construction. As a core component in the cultivation of geophysics professionals, practical teaching is increasingly integrating multidisciplinary, multi-platform, and multi-agent resources. This study takes the Datong Volcano Geopark as a practical teaching platform to explore a collaborative field instruction model involving multiple methods, including UAV-based aeromagnetics, gravity, electrical methods, and passive seismic surveys. By adopting a group rotation system, the program effectively optimizes teaching schedules and equipment usage, enhancing students’ hands-on skills and analytical abilities. During the internship, students completed key stages such as data acquisition, preprocessing, processing, and inversion interpretation, preliminarily revealing the deep structural features of volcanic cones and their underlying magma conduits. The outcomes have been compiled into standard maps and reports, providing important data support for local geological research and science outreach in the park. This practice has also promoted integration between universities, local governments, and research institutions, establishing a triadic "teaching–research–service" collaboration model. The experience presented in this paper offers a practical reference for reforming geophysical field education and cultivating a new generation of application-oriented talent.

Background: When the COVID-19 pandemic hit in 2020, major transformations in the practice of field instruction in universities were instituted. For field-based academic disciplines, remote field instruction, in the form of virtually corresponding with community and organizational partners through calls and emails, became an immediate alternative to fieldwork. Purpose: This research intended to explore how this dynamic shift affected field-based classes that sourced pedagogical strength from close engagements with stakeholders in physical spaces. Methodology: Data was gathered through semistructured interviews with 18 university students enrolled in remote field-based classes, consequently analyzed through two cycles of qualitative coding. Findings/Conclusions: Findings suggest that the nature of remote field instruction positively interrogated traditionally-held assumptions about the field as a learning space. However, it also revealed a weak rapport between classes and stakeholders caused by temporal, occupational, and technological challenges—referred to as a depth deficit —which hindered effective field instruction. Implications: The rapid transition to online learning during the pandemic highlighted a knowledge and skill gap on optimizing digital spaces to nurture meaningful interactions. The research recommends further scholarly and practical exploration of virtual engagement in field instruction in an increasingly hybrid postpandemic society.

ABSTRACT This qualitative study examines theory-practice integration in social work education in China, with a focus on field education. It aims to understand the challenges encountered in the integration process, efforts made to overcome them, and future aspirations for improvement. Over 90 faculty, administrators, and students from 7 schools in north, northeast and southeast China participated through focus groups and individual interviews. Findings show significant challenges in theory-practice integration, including limited qualified social service agencies, short duration of field placements, supervision by inexperienced field instructors, and inadequate practicum evaluation systems. Schools overcome these challenges by establishing and managing social service agencies themselves, faculty volunteering as field instructors, and hiring seasoned practitioners to supervise students. Participants are cautiously optimistic about the profession’s future, emphasising the importance of government support, the training of competent practitioners, and fostering international collaboration through practice-oriented research and training by experienced practitioners and faculty abroad. Systemic changes in policies and academic culture are essential to narrowing the theory-practice gap.

ABSTRACT Field education is a significant component of social work education and might be the signature pedagogy. Yet current issues limit the quality of experience that students can receive from practicum. These issues include austerity policies, exhaustion of altruism, trends toward clinical social work and privatized human services, and a lack of student readiness. Degree granting institutions, such as universities, have long relied on altruism to run social work field education programs but austerity measures may mean that historical altruism can no longer be relied upon. The lack of compensation for practicum students and field instructors is unethical and may contribute to conflicts of interest and exploitation in practicum. This article details these present challenges in social work field education through incorporating scholarship and reflection and presents ideas for change. Enhanced orientation and stipends for practicum students and field instructors have shown preliminary promise in mitigating modern social work field education difficulties. For field education to be social work’s signature pedagogy, practicum planning and associated policies must be treated with respect and rigor, constantly scrutinized and improved upon as the field develops and changes.

This paper explores how wilderness therapists manage the trauma they encounter when working with volatile youth. Guided by the principles of narrative therapy, I created a wilderness experience aimed at transforming my own trauma into a narrative of growth. The study details the development and implementation of a backpacking course for current and former field instructors. Under the auspices of narrative therapy, I utilized various modalities, such as autoethnography, journaling, and cognitive behavioral therapy (CBT) to embark on a deliberate journey to re-story past trauma. The findings highlight the therapeutic potential of group settings among individuals with shared experiences and the difficulties of rediscovering enjoyment in outdoor environments after exiting the wilderness therapy field. Additionally, the application of CBT provided critical reflexivity and clarity throughout the research. The study concludes with a recommendation for an industry-wide landscape analysis of the well-being of former field instructors to further illuminate these important issues.

Social work field education programs have experienced changes throughout time, including adaptations to supervision of students in field education settings. Monitoring and developing field education supervision is an essential component of ensuring high-quality practicum experiences and satisfaction among both social work students and field instructors. Most recently, the COVID-19 global pandemic led most social work students and field instructors to a rapid shift in practicum placements from in-person to virtual learning; within the process, supervision changed as well. This study includes feedback from a small group of BSW students, MSW students, and field instructors regarding this transition in placement and supervision. The study’s framework investigated the modalities of supervision used, as well as perceptions of the quality of supervision, both before and after the adjustments resulting from the COVID-19 pandemic. Supervision approaches used were developmental, didactic, strengths-based, and trauma-focused. Research findings will be used to enhance BSW and MSW field education within this specific Midwestern university and will aim to provide considerations and recommendations for the development of field education programs in other social work education programs.

Feelings of burnout are widely thought to be a contributing factor to low employee retention for outdoor expeditionary program (OEP) field instructors. The purpose of this study was to examine how certain job demands and resources influence levels of burnout among OEP field instructors. To address this aim, the following study evaluated feelings of burnout, perceptions of job demands and perceptions of job resources among outdoor expeditionary field instructors at the end of their summer season. Although field instructors generally reported low levels of burnout, regression analyses provided a means by which to better understand the role certain factors had on feelings of burnout. Stress aiding personal characteristics with the addition of stress mediating conditions served as significant predictors for feelings of burnout. Findings from the study are examined and discussed from a conservation of resources and job demands-resources model perspective.

The landscape of field education in social work has undergone significant changes over the past two decades, largely due to the rise of online education programs. Field education is a vital component of social work training, enabling students to apply their academic knowledge in real-world client settings. This practical experience is crucial for integrating theoretical concepts and fostering reflective practices. This systematic review paper explores the historical evolution of field education to better understand its role in social work education. The development of social work as a recognized profession necessitates adherence to specific criteria to ensure legitimacy and impact. This paper highlights the processes through which students acquire the skills needed to contribute effectively to society. Most experiential learning in social work occurs outside traditional classroom environments, with guidance from field instructors. The mentorship provided by these instructors is essential for building student confidence. However, there is a recognized need to improve the recruitment and retention of high-quality field instructors, as their role is critical in preparing students for professional practice. Overall, this article presents the key factors that influence the effectiveness of field instructors, considers alternative educational delivery systems, and the broader implications for social work programs. The paper provides insights for program and field directors, focusing on refining instructional models and enhancing student outcomes in online and applied educational settings.

Background: Interprofessional education (IPE) is a joint learning process between two or more students from the health profession to develop collaboration skills and improve the quality of health services. With IPE, students develop a deeper understanding of various health professions' roles and responsibilities, enhancing their ability to communicate and collaborate effectively. This study aims to develop IPE learning involving five health professions at the Faculty of Medicine and Health Sciences Universitas Jambi. Methods: This study uses a research and development design. This study utilized a qualitative approach, specifically through Focus Group Discussions (FGDs) at the research and information gathering (define) stage. A total of ten lecturers and five heads of study programs from medical, nursing, pharmacies, psychology, and public health programs were involved in this study. Results: Three themes were derived from the results: Curriculum, Faculty Development, and Institutional Support. Community-based IPE allows students from various health study programs at FKIK UNJA to be involved in these activities. To ensure effective implementation of IPE learning, it is crucial to conduct training for faculty facilitators and field instructors related to IPE learning and to form a team responsible for developing, delivering, and managing the IPE program. Institutional support for interprofessional education (IPE), namely facilities, infrastructure, and a partnership with primary health centers, is critical for implementing and sustaining community-based IPE. Conclusion: The IPE learning that will be implemented at FKIK UNJA is community-based IPE. Three crucial elements must be prepared to implement IPE: curriculum, faculty development, and institutional support.

This research focuses on social interaction and farmer empowerment in Rubaru District, Sumenep, and its impact on agricultural productivity. Social interaction between farmers plays a crucial role in increasing agricultural productivity, while farmer empowerment is an important factor in increasing welfare. This study adopts the framework of symbolic interaction theory to understand the role of communication and interaction in agricultural development. Miles and Huberman’s research method was used, involving in-depth interviews, participant observation, and document content analysis with five informants. The research results show that positive social interactions between farmers contribute to increasing agricultural knowledge, skills, and innovation. Farmer empowerment involves providing knowledge, skills, and access to resources and supporting better decision-making in agriculture. The role of farmer groups and cooperatives in facilitating social interaction and empowering farmers is very important. Madurese people’s myths and cultural beliefs influence farmers’ understanding of agricultural practices. Field instructors need to have cultural sensitivity and effective communication. In conclusion, social interaction and farmer empowerment positively increase agricultural productivity in Rubaru District, Sumenep. Peer-to-peer education and strong relationships between field extension workers and farmers play an important role in knowledge transfer and behavior change, providing valuable insights for the development of farmer empowerment programs and sustainable agricultural development. Keywords: social interaction, empowerment, farmer groups, productivity

When the COVID-19 pandemic necessitated the closure of Kindergarten-Grade 12 schools in Alberta, the authors, who are the Directors of Field Experience, at this local university saw this disruption as both a challenge and an opportunity (Danyluk, 2022). Over 400 preservice teachers were scheduled to begin their in-school practicum two days after the announcement of school closures. While most Bachelor of Education programs in Canada halted or postponed their field experience programs, the authors decided to move forward with an online practicum course. This chapter describes how we used collaborative professionalism (Hargreaves & O’Connor, 2018) to restructure field experience in response to the pandemic and the impact it had on student and field instructor learning. A community of practice was initiated by the Directors of Field Experience to support the instructors in the implementation of the online course and to come together as a community of learners in support of one another during this complex time. Survey and anecdotal data will be shared to illuminate the positive influence the pivot to the online field course had on students and instructors as well as the challenges we encountered as we navigated these uncharted waters as educational leaders.

ABSTRACT Disclosures of lived experience with mental health conditions by faculty and students in social work education programs have the potential to increase knowledge about mental health conditions, dispel myths, and possibly improve future practice with individuals living with these conditions. There is minimal research about programs’ practices regarding student disclosure or about faculty disclosure decisions. Informed by an antioppression framework, this exploratory study used an online survey of deans and directors, Bachelor of Social Work and Master of Social Work coordinators, and field education coordinators of Counsel on Social Work Education–accredited programs (N = 320). We asked: (a) under what circumstances respondents recommend to students that they disclose and not disclose their conditions to class or field instructors, and (b) for those with mental health conditions, what factors influence their workplace disclosure decisions. Findings include that some respondents prioritize student preferences and recognize multiple benefits of disclosure, but many place constraints on student disclosure, consider disclosure unprofessional, or accept myths about people with mental health conditions. Faculty make personal workplace disclosure decisions based on trust and relevance. Implications for welcoming students and faculty with mental health conditions include recognizing potential benefits of disclosure and addressing mental illness discrimination in academia and field.

The field education component of social work education is critical to the overall development of social work students’ readiness for practice. Field instructors assume great responsibility for the emotional, theoretical, administrative, and clinical development of students who enter field education at either the undergraduate or graduate levels of their social work education. This role is generally subsumed on a voluntary basis concurrent with their occupational responsibilities. The purpose of this study was to explore the factors that motivate social workers to take on the field instructor role. Canadian Field Instructors completed an online survey which included a qualitative question to elicit their perspectives on their motivation for becoming a field instructor. Responses (N=58) were grouped into four themes: mentor social work students, give back to the profession, memories of field instruction, and personal and organizational accountability. Implications for field education and social work education are offered.

The social work profession addresses wellbeing at individual levels, or the micro, as well as structural and systemic levels, the macro. By addressing the micro and macro, social workers work towards social justice for individuals and communities to create structural systemic change. Yet, there is an increasing focus on micro and clinical-focused content in social work education. This focus creates various challenges when social work students are placed in macro-focused field education placements. A study into the experiences of Bachelor of Social Work (BSW) students, field instructors, and faculty liaisons considered the experiences of participants in their involvement of macro-level field education. The study found two emerging themes: macro-level practice is undervalued and underrepresented in the BSW curriculum, and yet at the same time there exists a deep desire for more understanding and integration of macro social work in social work education and field education. Implications for social work education, regulation, and the profession are also considered.

Field education is considered the signature pedagogy of social work education, yet there are numerous challenges including a shortage of field instructors and available placements and barriers to advancing equity, diversity and inclusion (EDI), which were heightened by the COVID-19 pandemic. This articles shares the results of research designed to investigate practicum students’ experiences, challenges, and aspirations during the first wave of the COVID-19 pandemic. This study aimed to answer the question: how did students’ experiences, challenges, needs, and aspirations vary due to their identity factors (e.g., gender and ethnicity), post-secondary institution (e.g., universities), and placement types (e.g., clinical/research)? To this end, a cross-sectional web-based survey was conducted to document the perspectives of BSW/MSW practicum students in Canada, with both open and close-ended questions. This article presents the survey results to two open-ended questions in three broad themes, namely mental health and wellness, students’ perception on field learning, and professional readiness. Female students across different ethnic groups reported challenges in balancing their gendered roles and responsibilities in caregiving and as a practicum student, which consequently impacted their mental health and wellness. Two major factors shaped practicum student learning, such as post-secondary institution (e.g., universities) and types of placements. Due to the pandemic, practicum students were unable to gain direct practice experience in person in their placement, which affected their perception of professional readiness. This article concludes that through an evidence-informed institutional and programmatic response and support, diverse challenges, needs, and aspirations of practicum students could be addressed to promote EDI in field education in the context of pandemics, emergencies, and disasters.

Welcome to this special issue of Transformative Social Work, dedicated to social work field education. As we navigate a rapidly changing world, the need for dynamic and impactful field education has never been more crucial. This special issue brings together a diverse range of perspectives and innovative approaches, highlighting how field education can be transformative in both practice and theory. In this collection of thought-provoking articles, we explore the latest research and new practices that are reshaping the way social work students, field educators, and practitioners engage with the field. Articles include discussions on Indigenous field education, developmental and green social work approaches, and field models such as macro placements, self-directed placements, and rotational hospital placements. We also feature the experiences of practicum students during the COVID-19 pandemic and examine what motivates field instructors to engage in field education. As we look to the future, the aspirations and commitments articulated by our contributors in this special issue offer a hopeful vision. The articles in this issue illuminate the adaptability of social work students, field educators, researchers, and practitioners, particularly in the face of unprecedented global disruptions such as the COVID-19 pandemic. The innovations not only address current challenges but also lay the groundwork for more dynamic and responsive field education programs. There is a collective resolve to integrate lessons learned, foster interdisciplinary collaboration, and uphold the principles of social justice that underpin our profession. By doing so, we can ensure that social work field education continues to evolve in ways that are inclusive, effective, and aligned with the needs of our diverse communities. We invite you to explore these contributions, reflect on their insights, and consider how they might inspire and inform your own practice in field education.