An exploration of contextually relevant curricula in international social work education: learning from the experiences of selected Asian countries

Current global uncertainties such as increasing socio-economic and political difficulties have amplified the significance of researching the nature of international social work education. This pilot study collaboratively investigated the educational characteristics of international social work curricula in Asia to identify the prevailing conditions related to this discipline. Data were collected in February 2023 at an international academic forum that included presentations delivered by researchers from five Asian countries. An exploratory and qualitative-descriptive analysis was performed to identify the contexts and contents of curricula related to international social work. The study findings elucidated the need to explore curricula that may differ from mainstream syllabi taught in international social work education programmes in Western countries. The findings of this study underscore the importance of dialogic processes and continual collaborative research projects.


Introduction
International social work (ISW) has been taught worldwide for many years.However, the current global uncertainties, including increasing socio-economic and political problems, have made it more urgent to identify the characteristics of this discipline.The nature of ISW education has long been a theme of scholarly investigation [1,2].Some researchers have reported that social work education, practices and research across the world are influenced by values and perspectives particularly rooted in Western discourses [3,4].This study utilises the global backdrop of current and historical conditions to discuss the circumstances and features of ISW curricula in the Asian context.

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A critical debate has emerged in recent years regarding mainstream ISW education and research trends grounded in the West or in the Global North.For example, active discussions have been mooted from within the perspectives of indigenous, decolonial or postcolonial social work [4,5].The global definition of the social work profession adopted by the International Federation of Social Workers (IFSW) and the International Association of Schools of Social Work (IASSW) in 2014 likewise indicates that such perspectives have attained international recognition [6].However, discussions undertaken to reconsider and reconstruct the concept and educational instruction of ISW remain insufficient.Apart from a few exceptions, studies conducted in Asian countries appear scant, concerning the current state of ISW education [7].
It is inadequate to rely solely on the dominant Western knowledge and discourses to comprehensively identify the nature of ISW education.Collaborative transnational research and dialogue are needed, with due attention paid to experiences and perspectives within particular contexts.This pilot study intended to jointly explore and share multifaceted perspectives to identify cross-contextual realities and issues regarding varied aspects of ISW-related curricula across several Asian countries.This comprehensive international research project1 focused on rethinking and reconstructing ISW education, and this paper reports its findings and challenges based on a preliminary analysis of the pilot study.The study probed the following research questions: 'What does ISW comprise in educational settings?' (RQ.1) and 'How should this content be presented in the social work curricula?' (RQ.2).

Methods
This study employed an exploratory and qualitative research methodology 2 to inductively identify the actual conditions and challenges of ISW education with respect to the opinions and experiences expressed by the scholars of the selected Asian countries.Purposive sampling was adopted to select the study sample from presentations delivered at the 7th International Academic Forum 3 hosted online on 9 February 2023.This web conference was entitled 'What does ISW comprise and how should this be presented in the social work curricula?'All the submitted presentations that were accepted were selected as samples (n = 5).As displayed in Table 1, presentations from three schools representing Thailand, Malaysia and Bangladesh included ISW-related subjects.Of these, two presentations were related to undergraduate education and one to a master's course.The titles of the subjects differed, and the term 'global' was used in some instances rather than 'international' .The presentations delivered by a Sri Lankan and a Pakistani school did not include ISW-related subjects in the narrow sense but were considered supplemental material for analysis to contextually explore the non-implementation of ISW education and contemplate possibilities for prospective application.
The text utilised for the study's analysis 4 was extracted from transcriptions derived from the recordings of the five selected presentations and the ensuing question-and-answer sessions (an aggregate of 100,189 words).The textual analyses were supplemented by the PowerPoint presentations used by each presenter.An exploratory and qualitativedescriptive analysis [8] was performed for all the collected data.Although the analysis initially attempted to explore themes using the framework of thematic analysis, it subsequently compared similarities and differences between countries, considering their diverse contexts.Categories and sub-categories were tentatively generated after rough coding by meaning and focusing on the current circumstances and challenges observed in ISW education (please also see the attached Supplementary Information).The relevant segments of the complete dataset were then classified into categories and sub-categories, with adjustments applied as required.These categories were descriptively analysed based on the authors' interpretation of the text.All authors reviewed and confirmed the validity of the analysis, and any inconsistent judgements were clarified through consultations among the authors.However, the views expressed in this paper do not necessarily represent the official positions of schools, students or countries and are attributable only to the authors of this paper.

Findings
An exploratory analysis was performed on the data delivered by scholars of the three schools implementing ISW-related subjects.This evaluation integrated the consolidated data into applicable sub-categories positioned within the five principal classifications: objectives and background, content, teaching methods and materials, student views and challenges and opportunities (Table 2).Data obtained from the two schools that did not present ISW-related subjects were also integrated into the relevant categories if applicable.The total number of countries specified in the findings indicates supporting evidence for each category instead of indicating the standardised frequency of categories.Each country is denoted by two alphabetic capital letters, as shown in Tables 1 and 2.

Objectives and background
This classification comprised two sub-categories: 'objectives and perspectives' and 'cross-cutting ISW education' .The three schools (TH, MY and BD) presenting on the relevant topics indicated the objectives established for their students.For instance, some students were expected to understand and critically examine global issues, imbibe the values and ethics of ISW and develop practical skills to contribute to the home country as well as across borders.
Schools also indicated apropos 'cross-cutting ISW education' that the contents of ISW education were embedded in other subjects, both in countries in which ISW-related subjects were offered (MY) and in nations that did not offer such subjects in the narrow sense (LK, PK).

Content
This grouping included four sub-categories: 'general/integration' , 'international practices and welfare' , 'specific issues and fields' and 'organisations, institutions and norms' .The curricular content tended to align with stated course objectives.Each school integrated discrete aspects of ISW content relating to its expressed objectives ('general/integration').The course contents generally incorporated concepts and perspectives related to ISW along with key global and local issues ('specific issues and fields'), international and domestic organisations and international norms ('organisations, institutions and norms'), multiple levels of practice and international cooperation and collaborations ('international practices and welfare').The pivotal global issues addressed included poverty, migration and refugees, conflict and war, children, disability issues and gender and climate change.The mentioned organisations encompassed UN agencies, international and regional social work associations and relevant government institutions and NGOs.

Teaching methods and materials
This major classification was sub-categorised into 'methods' and 'teaching materials and language' .The studied schools included the following implementation methods: integrating group work with lectures (TH, BD) and inviting guest lectures from the other three Asian countries (TH).None of the presenters referred to ISW textbooks originally written in their local languages as 'teaching materials and language' formulating the basis for its education.However, some presentations did acknowledge the existence of books written on general social work in native languages (TH, BD, PK).One presentation indicated the availability of a book on ASEAN social work development in that country (TH) and two mentioned access to translated Western books on ISW topics (BD, PK).
One presenter (MY) indicated that the prevailing social work education in that country was historically rooted in Western social work contexts including the use of textbooks published in Western Europe and North America. 5Another presenter (PK) noted that students who did not understand English very well would understand the curricular material better if textbooks were available in their native languages.However, another presenter noted current circumstances and challenges, asserting that textbooks written in the local language were unlikely to be as valued in that country as books written in English (BD).

Student views
This main grouping included two sub-categories: 'student reactions' and 'student needs' .Schools offering ISW-related subjects registered somewhat common reactions and needs expressed by students in certain aspects.Typically, students reported achieving diverse perspectives and values by learning about other countries and global issues (TH, MY).For example, one presenter highlighted the attitude of equal treatment for people worldwide and consideration for all people across the globe by learning about and respecting diverse cultures (TH).Other presenters reported that students questioned the relevance of international perspectives apropos domestic issues attached to international circumstances, also articulating the need to address the local issues caused by events occurring across international borders, such as the Rohingya refugee crisis (BD).
One presenter observed an increase in student motivation to work at international organisations in other nations than in the home country (TH).Similarly, a presenter from a country6 that does not offer ISW-related subjects reported that students were stimulated by international work opportunities at home and abroad (LK).

Challenges and opportunities
This classification encompassed two sub-categories: 'challenges' and 'opportunities' .The selected presentations identified several issues7 related to the content and perspectives of ISW-related subjects.One presenter discussed the significance of learning from the academic experiences of other countries, including those of Western educators (TH).Other presenters discussed the importance of introducing indigenous issues and local knowledge and languages to ISW education (BD, LK).They also highlighted the need for cross-border collaborations to overcome the imposition of the values of developed countries (MY).
Presenters from countries that have not yet implemented ISW-related courses (PK, LK) described certain difficulties in their instructional contexts.One presenter described the inherently problematic nature of social work education because the profession of social work is not yet established in that scholar's country.Another presenter cited the difficulty of establishing new ISW subjects because national committees with jurisdiction over the profession mandated lengthy approval procedures.Moreover, the presenters representing both nations that do not yet offer ISW-related courses in the narrow sense (PK, LK) indicated the need for contextualisation in the draft curriculum designs for ISW-related subjects that they mooted at the forum.

Discussion
The study provided some answers to the research questions (particularly RQ.1) as applicable to Asian countries.The findings revealed diverse aspects of ISW-related curricula in the Asian context through the experiences of a few selected scholars.These educationists described wide-ranging content in an integrative manner (general/integration) based on particular purposes and international viewpoints ('objectives and perspectives').The reported content included global and transnational issues ('specific issues and fields') and international practices and cooperation ('international practices and welfare').Presenters also elucidated student responses, illuminating pressing needs ('Student views') and future challenges confronting the evolution of ISW-related subjects.The process adopted for this research project indicated the significance of international sharing and learning.It also highlighted the importance of the knowledge accruing from experiences garnered in situations where formal instruction in the discipline remained unimplemented as a basis for future study on overarching trans-border realities.
The findings of this study transcend the understanding of the given situation and lead to more intensive research questions on desirable course content (including RQ.2), indicating the need to question foundational perspectives informing existing ISW-related curricula.For example, some discussions viewed dominant ISW education as grounded in Westernrooted professional social work that may not be relevant to every country and community [3].Such conversations suggested the significance of integrating indigenous and local perspectives in instances when teaching materials written in local languages were lacking ('teaching materials and language' and 'challenges').However, such discussions could result in more complex interactions and cause multifaceted dilemmas to manifest rather than offering a simple dichotomy.For instance, the roots and contents of all curriculum items and knowledge aspects remain hypothetical, including the information available in domestic and international textbooks ('teaching materials and language').Some academics may demand the development and professionalisation of social work in their countries and may advocate the use of foreign knowledge while others may insist on curricula based on indigenous and local knowledges ('challenges').Therefore, the current study's findings indicate the need to explore how indigenous, foreign or 'professional' , and transnational knowledge may interact in the context of ISW education, as well as why certain knowledge is dominant or subordinate [3,9].
The unidirectional flow of power and knowledge from the Global North to the Global South and the outdated and asymmetrical structures existing between them have often been criticised from the standpoints of decolonisation and postmodernism in the ISW context [5,10].The range of data analysed in this study was limited.Nevertheless, the study's findings encompass histories, information and knowledge roots, curricular content and perspectives of ISW education in national and international contexts.Thus, these findings indicate the importance of asking how ISW education can surmount the North-South divide and imply the need to probe how ISW education can reflect unbiased international perspectives for and with all people without becoming limited to the perspectives of the Western-rooted professional conception of social work [3].The results of this study pinpoint the need to rethink what knowledge, norms, frameworks and discourses could be incorporated into ISW curricula, including local and indigenous knowledges [11].Such efforts would invite the reconsideration of political relationships and structures embedded within syllabi, given the varied positioning of diverse actors including individuals and organisations spanning individual nations, the Global South, the Global North as well as international institutions [4].The study also delivered a snapshot of the current situation of ISW education captured through discrete factors and its findings indicate the need to further question the foundational perspectives of this discipline.

Limitations
This study was exploratory and several limitations are acknowledged, particularly regarding data collection and analysis.Data were not collected from a large number of universities using reasonable purposive sampling.The presentations delivered by the participants did not necessarily epitomise the entire Asian region.Notably, the content of the data pertained more to the subjective perceptions and experiences of the presenters than to empirically researched knowledge.Therefore, the findings of this study cannot be generalised.
The present project also opted for a pilot study to inductively explore discrete aspects of ISW education because of the limited findings in the Asian context.However, prospective studies should also attempt theoretical and critical deliberations encompassing comparisons with a mainstream literature review.

Conclusions
This study collaboratively explored the curricular contents and perspectives of ISW education to probe how the contents of related subjects could be restructured beyond borders.Despite several acknowledged limitations of the study, its findings offer clues for directions that may be taken by future research initiatives.The focal curricula for ISW education could differ from the mainstream theories of Western-rooted professional social work and the assumptions of unilateral engagement from the Global North to the Global South.With due respect accorded to the mainstream and marginalised literature and global and local discussions, it is now time to also intensify debates on the nature and perspectives of ISW education.The authors of the present study plan to follow through with its findings and continue this collaborative transnational investigative journey with people or institutions across geographical borders.Such an endeavour could expand and intensify the knowledge attained from the present study and instigate efforts to develop new curricula.Ultimately, such research projects could result in the creation, implementation and evaluation of syllabi through trial and dialogue.

Table 1
Summary of schools constituting the study sample UG Undergraduate, GR Graduate, SUST Shahjalal University of Science and Technology; NISD National Institute of Social Development, USM Universiti Sains Malaysia, N/A Not applicable a A related course named 'Globalisation and Social Work' existed before this curriculum was launched

Table 2
Categories and quotes related to international social work education Category ・An introduction to the practices and ethics of social work in an international context; focus on social work practices in a global context and attending to the role of social work organisations; specific topics encompass social issues and multicultural and cross-cultural collaborations; the activities and roles undertaken by social workers in different countries are also explored to recognise social work as a global profession.(TH) ・This course is designed to prepare students for social work at an international and/or transnational level; it involves foreign immigrants, foreign students and international adoption programmes […] It discusses basic concepts such as social development, globalisation […] and human rights […] It explains issues in ISW and elucidates factors involved in cross-cultural problems.(MY) ・The course aims to equip students with the requisite conceptual tools to evaluate social work responses across the globe; it seeks to develop a critical understanding of global issues, global politics and social work interventions; it enables students to analyse different perspectives and approaches for ISW; it makes students understand the agencies and organisations that offer services to people across the globe.(BD) Cross-cutting ISW education ・This programme does not include a course in ISW; all course units are focused on international and local perspectives.(LK) ・Social work is taught in 20 universities in Pakistan; however, no existing programme incorporates ISW; there is a course entitled contemporary social work at the M.Phil.level that encompasses some aspects of ISW.(PK) ・ '[Other universities] tend not to have an international social work course but do provide some courses related to international social work […]' .(MY) Content General/integration ・ 'Social work practice ethics, the Universal Declaration of Human Rights,[…] international organisations […] and roles of social workers in different countries' .(TH) ・[…] international and cross-cultural social work (definition, cross-cultural aspects, role …).(MY) ・Nature, ethics and values; forces; modernisation, globalisation and social development.(BD) ・Perspectives on ISW: a global perspective, a human rights perspective, an ecological perspective, a social development perspective and their application.(BD) International practices and welfare ・ASEAN social welfare.(TH) ・Programmes and strategies for ISW: empowerment, capacity building, self-help and self-reliance, social integration and social cohesion, income generation and community development.(BD) ・International collaborations.(BD) Specific issues and fields ・Specific issues: (1) child labour and human trafficking in the fishing industry; (2) encountering human rights violations among war refugees; (3) health of homeless people in the situation of COVID-19; (4) climate injustice and quality of life of the world's population; (5) Afghan women's rights in the shadow of the Taliban.(TH) ・International child welfare.(MY) ・global poverty: conflict and cooperation; migration, displacement and refugee crisis; working children, HIV/ AIDS affected people, sex trade etc. (BD) Organisations, institutions and norms ・International professionalism and professional social work organisations.(TH) ・The United Nations and non-governmental organisations.(MY) ・The Sustainable Development Goals (SDGs) and ISW.(MY) ・Context of global problems, organisational context, ideological context, emerging policy context.(BD)

Table 2
Most of the books are written in Bangla but these are usually considered substandard […] nobody wants to do something in the local language because everybody wants to be global […] most scholars are not that much interested to write something in Bangla on social work' .(BD)・Paucity of reading materials on social work in Sri Lanka.(LK)・'These four to five, at maximum, books are written in English.The important thing is that they are extracts of the Western stuff […] There is a sheer dearth of literature in our national language […]' .(PK)・Scant indigenous social work literature has been produced and social work methods are still taught in the same manner as in 1954.(PK)・Convincing statutory bodies responsible for curriculum designing for inclusion of ISW.(PK) Opportunities ・ISW should provide a wide range of different perspectives, not just the religious dimension.(TH)・Being prepared to use online platforms in teaching and learning.(TH)Quotationsfrom oral presentations are italicised.Double quotation marks are used for sections quoted by presenters.Some sentences were edited to ensure grammatical accuracy, and additional details based on the original data have been provided in the Supplementary Information N/A not applicable, ISW international social work ・ 'We invite some professors to provide ASEAN social welfare.I invite professors from other countries; from Sri Lanka, Pakistan and Malaysia to teach about social work in their countries' .(TH)・[…] The last part includes dividing students into groups and contemplating issues they are interested in studying; the students present the issues.(TH)・Studying abroad and adapting to expatriate life.(MY)・Education and research in an ISW context (Asian and Malaysian, research focus).(MY)・A variety of teaching methods: lectures, group activities, seminars and video presentations.(BD)・[idea] Student exchange learning …. (LK)Teaching materials and language ・ 'We taught in Thai, all books in the Thai language.But now we have international social work books and ASEAN social welfare books in the Thai language' .(TH) ・ 'We don't have […] indigenous reading materials since the majority of social educators or professionals started in Western countries.Till now, we are following the Western […] and social work matters […]' .(MY) ・ '・Religious views are often mentioned.(TH) ・Looking at the world as one country without discrimination.(TH) ・'[…] a good opportunity for social work educators and professionals to exchange their knowledge, views and social work practice methods with each other' .(MY) ・"[…] a real insight into how social work is taught and practised in a global context and it allowed us to critically engage with the role of social workers both in local and global context".(MY) ・One of the students shared, "[…] but how can we practice and be involved in the activities after graduation […]" […] the curriculum of social work needs to be designed in two streams, namely domestic […] and international […].(BD) Student needs ・'[…] students want to work in other countries and international organisations in Thailand' .(TH) ・Fundamental principles for understanding and respecting other people's humanity.(TH) ・Opportunities to develop and use language skills […].(TH) ・Raising awareness of an inclusive attitude and encouraging respect for diversity.(TH) ・'[…] students may say that […] curricula should fill their needs to develop their careers outside their country […].It is a wrong premise because there are so many international issues […] which need international attention, like Rohingya issues and disaster issues' .(BD) ・Students want to include fields of ISW in their field practicum.(BD) ・A good opportunity to choose a course module and become a global worker; explore more social work careers; students can go for exchange programmes.(LK) ・Community work is more interesting for foreigners to work in Sri Lanka.However, a language barrier exists.Thus, local social workers must partner with ISW initiatives.(LK) ・ 'If we have in our mind international social work, social work graduates can go and serve in any other country […]' .・ 'Developed countries are not allowing student or staff exchange from lower developing countries.If they want to make collaboration […] developed countries should come forward to make it' .(MY) ・'Social work knowledge and values are based on the Western context […] not valid for developing countries […] We can borrow knowledge […] but it should be modified and […] developed in the local context' .(MY) ・ 'Some issues must be included in the curriculum, as well as different perspectives […] Social work and international social work are not two separate discourses but are related' .(BD) ・ 'Another topic is indigenous social work or indigenisation of social work….Indigenous social work or indigenisation of social work should also be included in international social work course curricula' .(BD) ・"It's not recognised as a profession in Sri Lanka".(LK) ・Establishment of an international relations office.(LK) ・Indigenous social work practices to be developed.(LK) ・ 'Social work is also not a recognised profession in Pakistan.International collaborations and international organisations […] will add to the value and recognition of social work […]' .(PK)