Student agency for professionalism and work-integrated education and learning in Norwegian social work education
DOI:
https://doi.org/10.64775/ciwil.2026.64102Keywords:
Professionalism, Social work, Social worker, Work-integrated learning, Work-integrated education, Work-life relevanceAbstract
This study has applied a critical narrative approach to review how work-integrated education (WIE) and work-integrated learning (WIL) can support student agency for professionalism for students in social work education. The study is a narrative critical review. The findings show how the meaning of student agency in WIL/WIE in social work education in Norway can correspond both with the purpose of social work as a field of study, with learning outcomes in education and development of professionalism. WIL involves complex learning and fostering self-regulation that bridges the gap between theory and practice while simultaneously shaping personal and professional identity. WIL perspective considers higher education as a place of professional development. The professionalizing approach to learning is grounded in students developing both valuable self-monitoring and professional self-constructive ability. Student activity in WIE/WIL is based on engagement and participation in discussions and activities of importance to the community. In line with central principles of WIL this invites to a rethinking of how professionalism is taught and learnt in higher education of social work.
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Copyright (c) 2026 Anne Katrine Folkman, Heidi Lie Eriksen, Evelyn Sandøy Ottesen, Kristina Areskoug Josefsson
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