Active methodologies for learning about human rights through the Age-Friendly Cities project in the social work bachelor's degree.
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| Title: | Active methodologies for learning about human rights through the Age-Friendly Cities project in the social work bachelor's degree. |
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| Authors: | Cuesta Ruiz-Clavijo, Ana Belén1 (AUTHOR) ancuesta@unirioja.es, Raya-Díez, Esther1 (AUTHOR), Carbonero Muñoz, Domingo1 (AUTHOR) |
| Source: | Social Work Education. Oct2026, Vol. 45 Issue 7, p1785-1800. 16p. |
| Abstract: | A teaching experience was conducted on linking academic content with activities of the Age-Friendly Cities project as applied to the city of Logroño (La Rioja, Spain). The aim was to improve students' understanding of human rights and their application in social work practice. The article described the methodological process linked to two subjects in the third year of the Social Work degree course: Design and Evaluation of Social Programmes and Community Social Work. Cooperative learning techniques such as flipped classroom, jigsaw, discussions and community mapping were introduced. A semi-structured questionnaire was carried out to find out about the students' perception of the project. The results showed the satisfaction of students were with the methodology used and the improvement of general and specific skills, as well as the need to reinforce the link between Human Rights and Social Work through local and community experiences that bring social problems closer to the classroom and thus promoted meaningful learning. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | A teaching experience was conducted on linking academic content with activities of the Age-Friendly Cities project as applied to the city of Logroño (La Rioja, Spain). The aim was to improve students' understanding of human rights and their application in social work practice. The article described the methodological process linked to two subjects in the third year of the Social Work degree course: Design and Evaluation of Social Programmes and Community Social Work. Cooperative learning techniques such as flipped classroom, jigsaw, discussions and community mapping were introduced. A semi-structured questionnaire was carried out to find out about the students' perception of the project. The results showed the satisfaction of students were with the methodology used and the improvement of general and specific skills, as well as the need to reinforce the link between Human Rights and Social Work through local and community experiences that bring social problems closer to the classroom and thus promoted meaningful learning. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02615479 |
| DOI: | 10.1080/02615479.2024.2402763 |
