ChatGPT in Social Work? Insights from MSW Students.
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| Title: | ChatGPT in Social Work? Insights from MSW Students. |
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| Authors: | Cheng, Shih-Ying (AUTHOR), Lee, Jieun (AUTHOR) |
| Source: | Journal of Social Work Education. Winter2026, Vol. 62 Issue 1, p95-109. 15p. |
| Subjects: | Generative artificial intelligence, Social workers, Professional practice, Qualitative research, Social services, Affinity groups, Social work education, Descriptive statistics, Students, Experimental design, Thematic analysis, Masters programs (Higher education), Student attitudes, Comparative studies, Medical referrals |
| Abstract: | The integration of generative artificial intelligence (GenAI) technologies, such as ChatGPT, has drawn significant attention in higher education. While college instructors are exploring whether and how to adopt these tools, it remains unclear what specific strengths and limitations instructors and students may experience when ChatGPT is used in the classroom. This study examines the use of ChatGPT in a case consultation assignment involving first-year Master of Social Work (MSW) students (N=42) who participated in both peer and GenAI consultations. Analysis of students' assignments revealed a range of views, with some expressing cautious optimism and others raising concerns about ethics. While students acknowledged ChatGPT's strengths, they also recognized its limitations. They identified specific situations where this technology could be helpful and ethical, as well as situations where it would be inappropriate. The findings suggest that MSW students can utilize this technology responsibly when provided with adequate guidance. The study also uncovered a sense of anxiety among students about the rise of GenAI. Some questioned the value of their educational efforts due to ChatGPT's textbook-like responses. Although this doubt was alleviated after the exercise, the finding suggests a need for further examination. Implications for teaching and research are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Social Work Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The integration of generative artificial intelligence (GenAI) technologies, such as ChatGPT, has drawn significant attention in higher education. While college instructors are exploring whether and how to adopt these tools, it remains unclear what specific strengths and limitations instructors and students may experience when ChatGPT is used in the classroom. This study examines the use of ChatGPT in a case consultation assignment involving first-year Master of Social Work (MSW) students (N=42) who participated in both peer and GenAI consultations. Analysis of students' assignments revealed a range of views, with some expressing cautious optimism and others raising concerns about ethics. While students acknowledged ChatGPT's strengths, they also recognized its limitations. They identified specific situations where this technology could be helpful and ethical, as well as situations where it would be inappropriate. The findings suggest that MSW students can utilize this technology responsibly when provided with adequate guidance. The study also uncovered a sense of anxiety among students about the rise of GenAI. Some questioned the value of their educational efforts due to ChatGPT's textbook-like responses. Although this doubt was alleviated after the exercise, the finding suggests a need for further examination. Implications for teaching and research are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10437797 |
| DOI: | 10.1080/10437797.2025.2594423 |
