Evaluating a skills-based equality diversity and inclusion learning event delivered in a UK HEI: recommendations for social work education.
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| Title: | Evaluating a skills-based equality diversity and inclusion learning event delivered in a UK HEI: recommendations for social work education. |
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| Authors: | Fox, Joanna1 (AUTHOR) Joanna.Fox@aru.ac.uk, Dean, Joanna1 (AUTHOR), Williamson, Ashley1 (AUTHOR) |
| Source: | Social Work Education. Aug2026, Vol. 45 Issue 5, p1093-1114. 22p. |
| Subject Terms: | *Social work education, *Values education, *Curriculum, *Outcome-based education, *Diversity & inclusion policies, Cultural competence, Race discrimination, Social justice |
| Geographic Terms: | United Kingdom |
| Abstract: | Equality Diversity and Inclusion (EDI) principles form core areas of knowledge in anti-oppressive practice and should be a focus of social work education. This study evaluated the impact of an EDI learning event, co-designed, and co-delivered by a care-experienced educator, alongside another colleague, to social work students and academics. Information was gathered both before and after the event using JISC Online Surveys. A total of 16 academics filled in the pre-evaluation questionnaire, and 14 the post-evaluation. A further 56 students filled in the pre-evaluation questionnaire, and 28 the post-evaluation. Socio-demographic, qualitative and quantitative data were collected; qualitative data was analyzed using thematic analysis. The evaluation underlined EDI as a bedrock of the social work profession and highlighted that post learning event, students reported being more confident in understanding discrimination and feeling more able to challenge it. The capability-based curricula in England, has the potential to enable students to become more confident and prepared to manage complex interactions, such as experiencing or witnessing discrimination. However it is suggested that teaching EDI in social work education must be underpinned by a commitment to incorporate a values-based approach to teaching, alongside cultural competency, as well as a capability-focus. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Equality Diversity and Inclusion (EDI) principles form core areas of knowledge in anti-oppressive practice and should be a focus of social work education. This study evaluated the impact of an EDI learning event, co-designed, and co-delivered by a care-experienced educator, alongside another colleague, to social work students and academics. Information was gathered both before and after the event using JISC Online Surveys. A total of 16 academics filled in the pre-evaluation questionnaire, and 14 the post-evaluation. A further 56 students filled in the pre-evaluation questionnaire, and 28 the post-evaluation. Socio-demographic, qualitative and quantitative data were collected; qualitative data was analyzed using thematic analysis. The evaluation underlined EDI as a bedrock of the social work profession and highlighted that post learning event, students reported being more confident in understanding discrimination and feeling more able to challenge it. The capability-based curricula in England, has the potential to enable students to become more confident and prepared to manage complex interactions, such as experiencing or witnessing discrimination. However it is suggested that teaching EDI in social work education must be underpinned by a commitment to incorporate a values-based approach to teaching, alongside cultural competency, as well as a capability-focus. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02615479 |
| DOI: | 10.1080/02615479.2025.2552212 |
