Social work and education

Theoretical substitution of the principles of training future primary school teachers to implement inclusive design

2025-12-07T08:42:07+02:00

У статті розкривається сутність та значення інклюзивного дизайну в освітньому процесі початкової школи як філософії, що передбачає створення універсального освітнього середовища, доступного для всіх учнів, незалежно від їхніх особливих освітніх потреб.

Such an environment is accessible, comfortable and effective for all students, as much as possible regardless of their individual differences and special educational needs, including physical, sensory, cognitive and psychological aspects. The purpose of the study is to theoretically substantiate, develop and test the structural components of the content, forms and methods of training future primary school teachers, which will allow them to effectively implement inclusive design in their professional activities. Special attention is paid to the professional training of future primary school teachers as the main leaders of change. The key competencies and professional qualities necessary for teachers to effectively implement the principles of inclusive design in everyday practice are identified and described in detail. These include the ability to design universal curricula, adapt educational materials, use various assessment methods, and have team cooperation skills with specialists from inclusive resource centers. It is emphasized that the implementation of this philosophy is a key prerequisite for ensuring equal rights and opportunities in obtaining quality primary education. Key competencies and professional qualities necessary for future teachers to effectively implement the principles of inclusive design in practice have been identified. It has been established that training should be based on the integration of theoretical knowledge, practical skills, and the formation of an inclusive culture. The need to use innovative pedagogical technologies and a resource-oriented approach in the process of professional training has been clarified. The impact of training modules that include project activities and simulation exercises on the level of students' readiness to design a barrier-free educational space has been assessed. The structural components of the training content, which include psychological and pedagogical, methodological and special knowledge, are described. The model of forming the readiness of future primary school teachers to implement inclusive design, which ensures their adaptability and professional mobility, is considered. The need for close cooperation with inclusive resource centers and the involvement of practitioners in the field of inclusive education in the educational process is substantiated.

The scientific novelty lies in the first theoretical substantiation of the principles, the development of an innovative model and the clarification of the content of inclusive competence of future primary school teachers, necessary for the effective implementation of the principles of inclusive design in educational practice.

As a result of the study, the key competencies and professional qualities necessary for future teachers to effectively implement the principles of inclusive design in daily practice were identified and described in detail. It was established that effective training should be based on the integration of theoretical knowledge, practical skills and purposeful formation of an inclusive culture of future teachers. The need to use innovative pedagogical technologies, a resource-oriented approach and close cooperation with inclusive resource centers in the process of professional training was clarified. Based on these conclusions, the structural components of the training content were developed and characterized, which formed the basis of the model of forming the readiness of future primary school teachers to implement inclusive design.

Keywords: inclusive design, professional training, inclusive educational environment, teacher competencies, primary education, educational needs.

Between Regulation and Recognition: Professional Identity and Licensing in Albanian Social Work

2025-10-17T14:07:21+03:00

This article explores how licensing and regulation processes shape the professional identity of social workers in Albania, a post-socialist context where social work remains a relatively young profession. Drawing on the theoretical framework of recognition (Honneth, 1995) and professionalization theory, the study investigates how formal mechanisms of control intersect with social workers’ lived experiences of value, autonomy, and legitimacy. The qualitative research is based on semi-structured interviews with licensed practitioners across diverse institutional settings. Findings reveal ambivalent meanings attached to licensing: while it provides visibility, legitimacy, and a sense of belonging to a recognized profession, it also generates tensions related to bureaucratic control, unequal access, and limited professional agency. The article argues that the Albanian case illustrates the dual nature of professional regulation—as both a tool of governance and a vehicle for recognition. Implications are discussed for strengthening professional ethics, reflective supervision, and policy frameworks supporting social work education and practice in transitional societies.

Factors influencing the development of volunteer activities in de-occupied territorial communities

2025-08-19T20:44:13+03:00

The article examines the development of volunteer activity in de-occupied territorial communities as a key mechanism for social recovery, trust-building, and the consolidation of local populations after wartime experiences. The aim of the study is to identify the motivational, resource-based, and organizational–institutional factors that shape the nature and scale of volunteer engagement, as well as to formulate practical recommendations for its support and institutionalization during the post-occupation recovery period.

The empirical component of the research was conducted within the social project “Community HUB ‘Informed and Proactive’”, implemented by the NGO “All-Ukrainian Public Center ‘Volunteer’” in partnership with the East Europe Foundation and the Swiss Agency for Development and Cooperation. The study employs a mixed-methods design and includes a survey of 112 residents of the de-occupied Velykooleksandrivska Territorial Community in the Kherson region, as well as two focus-group discussions involving 14 volunteers, social service representatives, and local community activists. The combination of quantitative and qualitative data made it possible to identify both general trends and the internal meanings attributed to volunteerism, including the experience of loss, shifts in value orientations, and the role of mutual assistance in reducing social tension and restoring a sense of security.

Based on the collected materials, an integrated model of factors influencing the development of volunteer activity was constructed, comprising three interrelated groups: motivational–socio-psychological, resource–material, and organizational–managerial. The article demonstrates that a considerable share of motivational drivers is trauma-informed, as volunteerism in de-occupied communities often serves as a means of coping with traumatic experiences, reinterpreting past events, and restoring personal agency. At the same time, the analysis reveals a set of barriers related to volunteer burnout, infrastructural destruction, resource scarcity, insufficient institutional support, and fragmented management mechanisms.

The methodological recommendations developed on the basis of the research aim to strengthen the motivational and value foundations of volunteerism, improve the resource infrastructure, streamline managerial processes, establish volunteer hubs, and introduce supervision and psychological support systems. Particular attention is given to fostering cross-sector partnerships and developing local regulatory frameworks to ensure the sustainability of volunteer initiatives.

The results of the study hold considerable practical value for local self-government bodies, social services, civil society organizations, and international partners working on the recovery of de-occupied territories. The findings may be applied in the development of reintegration strategies, social cohesion policies, and volunteer support programs in the post-war context.

Natural Mentoring as a Form of Supporting Independent Living for Youth Aging Out of Foster Care

2025-12-08T10:55:47+02:00

Youth in foster care are at high risk of adverse outcomes across all areas of health and development, and they often face unfavorable results after leaving the care system. This is especially true given their limited internal and external resources. Research shows that those aging out of care encounter numerous difficulties in daily life. This review aims to identify existing knowledge on natural mentoring as one form of support for youth transitioning out of foster care. The research question concerns the effectiveness of this form of support in working with young people entering adulthood. A literature review method was applied. Scholarly literature was searched in Polish and English using databases including MEDLINE, PsycINFO, PubMed, and Scopus, supplemented by a Google Scholar query. Searches were conducted using key terms. Results: The effectiveness of natural mentoring is moderate, but it can be influenced by mentor characteristics and the mentoring relationship itself. Research on natural mentoring is focused on outcomes such as health and well-being, social skills, behavioral and emotional functioning, educational attainment, employment, perceived and received social support, conditions for utilizing different types of support, and the optimal qualities of non-parental adults who assist in the transition to independence. Social workers strive to maintain family contacts while youth are in care and intensify these efforts during emancipation. Regardless of these efforts, youth aging out of care seldom receive optimal support from their parents. Mentors can partially compensate for this deficit. Despite promising findings, the topic of mentoring in foster care is rarely addressed in European studies

Social enterprise as an innovative mechanism of social and professional integration of persons with disabilities due to intellectual disorders

2026-01-01T19:45:58+02:00

The article is devoted to the theoretical justification of social enterprise as an innovative mechanism for the socio-professional integration of persons with disabilities due to intellectual disabilities. In the context of the full-scale invasion of Russia into Ukraine and the sharp increase in the number of persons with disabilities of various nosologies, the low efficiency of traditional approaches to employment, which are based on the "medical model of disability", requires the search for innovative approaches. The purpose of the article is to build a theoretical model that would outline how a social enterprise, based on the "social model of disability", provides a systemic solution for overcoming barriers that prevent the full socio-professional integration of persons with disabilities due to intellectual disabilities.

The main objectives of the study are theoretical synthesis and analysis of current scientific works, which allowed to classify the main barriers (stigma of society, lack of skills, attitude of employers), and to describe innovative practical models of social entrepreneurship, in particular "Social Enterprises for Integration into the Labor Market" (WISE) and "Customized Employment" (CE). The scientific novelty is the construction of a conceptual framework that combines the problem of barriers with its practical solution. The article substantiates that innovative mechanisms of social entrepreneurship are aimed at systematically overcoming the identified barriers. It is described how "holistic support" and hybrid models of resilience are able to solve the problems of social isolation of a person with a disability and the economic "unprofitability" of the enterprise itself.

The study findings confirm that the successful implementation of state policy and promotion of the social entrepreneurship sector (in particular, the draft Law No. 14156) requires support not for just any “social initiatives”, but for evidence-based, theoretically grounded models (“Social Enterprises for Integration into the Labor Market” and “Customized Employment”) that are capable of ensuring decent wages and real integration of a person with a disability into society.

Community Social Work Practices in Mitigating Natural Disasters in Bangladesh: Identifying Interventions, Working Organizations and Challenges

2025-09-13T09:59:15+03:00

This study explores the role of Community Social Work (CSW) in disaster mitigation across coastal Bangladesh. Given the increasing frequency of climate-induced disasters, the research highlights the significance of integrating CSW approaches to enhance community resilience. The study aims to identify key actors, interventions, and the effectiveness of CSW practices in disaster settings. A qualitative approach was employed, utilizing case studies, key informant interviews, and focus group discussions with NGOs, government officials, and volunteers to gather in-depth insights on local responses and social work engagement in disaster preparedness and recovery. The study reveals that diverse actors including NGOs, INGOs, government bodies, universities, and CBOs are applying community social work (CSW) approaches for disaster mitigation in Bangladesh. Interventions include climate-resilient livelihoods, psychosocial support, awareness training, and volunteer mobilization. Community organization practices such as local taskforces, women’s groups, and youth-led mapping have strengthened disaster response. Community development strategies like asset mapping, savings schemes, and participatory needs assessments enhance resilience. However, the role of professional social workers remains informally recognized, and institutional gaps persist in capacity, coordination, and integration with national disaster management frameworks. This study proposes evidence-based recommendations to formalize Community Social Work CSW in disaster response by recognizing Social Service Officers as a professional cadre, integrating disaster modules into social work education, strengthening NGO-government coordination, arranging training for para-professionals and engaging trained and skilled youth and women in community-based disaster preparedness and recovery efforts.

Key-words: community social work, disaster mitigation, social work intervention, community participation, pera-professional

Current trends in documenting supervision in social work

2026-01-01T17:27:45+02:00

The article presents an analysis of current trends in the development of supervision in social work in the international and Ukrainian context and their impact on the process of documentation of supervision as a factor in ensuring the quality of social services. These trends relate to the development of new models and approaches to supervision (for example, outcome-focused supervision and strengths-based approach focusing on the supervisee), as well as strengthening the supportive function of supervision to prevent burnout and secondary traumatization in social workers and the introduction of technical innovations into the process of its implementation.

The analysis made it possible to determine the essence of documentation as an integral part of the professional duties of specialists responsible for supervision and to describe the importance of maintaining professional records regarding supervisory support for social service personnel and effective management of an institution or facility. As a result, the conclusion was formed that documentation is a key prerequisite for ensuring compliance with standards, consistently high quality of social work and providing systematic professional support to social workers. Clearly structured records, such as a supervision agreement and protocols (cards) of an individual supervision sessions, not only create a basis for recording important information, planning actions with subsequent tracking of changes, but also ensure transparency and efficiency of the supervision process.

The described models and practical examples of professional records (protocols of individual sessions), which are presented in the article, can be a resource for organizations and supervisors to improve the effectiveness of their work.

Impact of Digital Technologies on the Accessibility of Social Services for Vulnerable Population Categories

2026-01-01T20:23:10+02:00

The article provides a comprehensive analysis of the impact of digital technologies on the accessibility of social services for vulnerable population groups in the context of the digital transformation of modern society and the reform of the social protection system in Ukraine. The digitalization of the social sphere is considered as a complex and multidimensional process that encompasses not only the implementation of technical solutions but also changes in approaches to the organization of social work and interaction among state institutions, civil society organizations, and recipients of social services. The main areas of the use of digital tools in social work are analyzed, including electronic services and e-government portals, online platforms, mobile applications, chatbots, remote social, psychological, and legal counseling, telemedicine, as well as the potential application of big data analytics and artificial intelligence technologies. The key directions of digitalization in the social sphere are examined, and the advantages and risks of implementing digital tools in the social protection system are identified. Particular attention is paid to the issue of digital inequality and ways to overcome it. The significance of digital technologies in improving the quality, efficiency, and targeting of social services is substantiated. Special attention is given to the problems of digital inequality, low levels of digital literacy, and limited access to internet resources and technical devices, which significantly hinder access to social services for older persons, people with disabilities, internally displaced persons, and other socially vulnerable groups. Key risks of digitalization related to personal data protection, ethical aspects of the use of digital technologies, and the need to preserve personalized interaction in social work are identified. The importance of developing digital inclusion, improving digital infrastructure, and enhancing digital competencies of both social work professionals and recipients of social services is substantiated. It is concluded that a comprehensive and inclusive approach to the digital transformation of social services is a necessary condition for increasing their accessibility, quality, and effectiveness for vulnerable population groups.

From Ubuntu to Harambee: a Decolonial Turn in the Theme of World Social Work Day

2026-01-01T20:56:28+02:00

The selection of indigenous philosophies by global professional associations as the thematic focus for World Social Work Day (WSWD) from 2021 to 2026 signifies a systemic decolonial shift in the global discourse, which has historically been dominated by Western models.

Purpose of this paper is to analyze the philosophies of Ubuntu, Buen Vivir, and Harambee, assessing their decolonial potential in counteracting professional imperialism and identifying the critical risks associated with their globalization and universalization.

The paper is grounded in the critical paradigm of social work and combines the theoretical frameworks of professional imperialism and decolonial studies. It utilizes qualitative content analysis of official IFSW statements and a comparative analysis of the aforementioned Indigenous concepts.

The analysis demonstrates that the integration of Ubuntu, Buen Vivir, and Harambee forms a powerful decolonial paradigm that counters Western individualism and the neoliberal logic of development by emphasizing collective responsibility, social, and environmental justice. These concepts fulfill an indigenization function, legitimizing local practices and demanding epistemic justice. However, the study revealed key risks: official communications tend toward depoliticization, diluting the anti-capitalist and anti-colonial content of the philosophies. This creates a threat of co-optation, where the call for collective self-help (as in the case of Harambee and Ubuntu) may be exploited to justify shifting responsibility for social welfare from the state onto communities.

The thematic direction of World Social Work Day is a crucial yet two-sided process that requires ongoing critical reflection. For Ukraine, which is undergoing its own process of decolonization, this discourse is highly relevant, underscoring the importance of integrating Ukrainian social work epistemologies as a valuable contribution to global knowledge.

Embodying Feminist Principles in Social Work: a Case of the Ukrainian Community of Women Living with HIV

2026-01-04T22:02:55+02:00

This article explores the specifics of feminist social work in Ukraine through the example of the Charitable Organization “Positive Women.” The aim is to demonstrate how the practices of communities of women living with HIV embody key principles of feminist social work and contribute to addressing discrimination, stigma, and social inequality. The analysis focuses on the integration of individual, group, and systemic support, which enables not only assistance to individual women but also influence on social practices, policies, and regulatory frameworks.

The theoretical section examines the foundational principles of feminist social work, gender-sensitive practice, and transformative approaches to social interventions, emphasizing the importance of intersectionality in addressing multiple dimensions of vulnerability among women living with HIV. The research methodology is based on a case study of the activities of “Positive Women,” utilizing content and document analysis of the organization’s official materials.

The article highlights organizational practices at the individual level (psychological and social support, raising awareness of rights), group level (creating communities of solidarity and leadership development), and systemic level (advocacy campaigns, educational initiatives, and community-led research informing policy development). Comparisons with other Ukrainian and international practices are provided, alongside key achievements, challenges, and potential risks for participants.

The findings indicate that feminist social work in the Ukrainian context effectively combines support, activism, and advocacy, fostering women’s agency and contributing to a more equitable social environment. The article contributes to understanding innovative approaches in social work and demonstrates the potential for adapting global feminist principles to the local context.

Structural components of the reintegration environment of a higher educational institution in the conditions of the russian-ukrainian war

2026-01-02T20:21:01+02:00

The article considers the problem of creating a reintegration environment in higher education institutions in the context of the Russian-Ukrainian war. An analysis of scientific works on the research problem is carried out in order to define the concepts of "social reintegration of veterans" and "reintegration environment of higher education institutions". The results of an empirical study are presented, which was carried out in the form of a questionnaire and testing in order to identify the needs of veterans, which are the basis for determining the structural components of the reintegration environment in the context of higher education institutions.

The purpose of the study covered in the article is to determine the structural components of the reintegration environment of higher education institutions in the context of the Russian-Ukrainian war and develop models of the reintegration environment of higher education institutions in the context of the social reintegration of veterans. The main tasks are as follows: to investigate the needs of veterans; to determine the structural components of the reintegration environment of higher education institutions in the context of the Russian-Ukrainian war; to develop a model of the reintegration environment of higher education institutions in the context of the social reintegration of veterans.

Research methodology. The achievement of the set goal and the solution of the research tasks were carried out using theoretical, empirical and statistical methods of data processing. The practical part of the study was implemented by conducting a survey of veterans of the Russian-Ukrainian war.

The novelty of the study lies in determining the structural components of the reintegration environment of the HEI in the conditions of the Russian-Ukrainian war and developing models of the reintegration environment of the HEI in the context of the social reintegration of veterans.

The conclusions confirm that when creating a reintegration environment in the HEI, it is necessary to take into account the needs and problems of veterans, their socio-psychological state, interpersonal relationships, expectations, capabilities and resources of the HEI. It is proven that the creation of a reintegration environment involves the organization of an educational, informational, communicative and social environment, which is organized taking into account the capabilities of institutional subjects of reintegration and types of interaction within the reintegration environment (interdepartmental, intersectoral and interprofessional).

Discipline “Social Work With Youth.” Practical Classes as a Tool for Awareness

2025-12-08T10:50:49+02:00

The article describes practical classes in the discipline “Social Work with Youth” for students majoring in 231 “Social Work” of the educational and professional programme “Social and Youth Work” of the first (Bachelor’s) level of higher education at the Dnipro University of Technology directly in professional institutions and establishments specialising in this field, based on the concept of dual education. Since social work with youth involves interacting with and providing assistance to socially vulnerable groups of the population, such activities require specialists to have not only a high level of professional theoretical knowledge, but also practical skills and the ability to apply them. The current higher education system in Ukraine does not provide applicants with the relevant knowledge and skills required by employers. The study notes that in order to overcome the skills gap in the labour market, cooperation between higher education institutions and employers is necessary, and the best approach to enable students to acquire sustainable practical skills in their speciality is to conduct practical classes directly in professional institutions using a dual form of education. The authors note that for future social workers, practical classes in specialised institutions are particularly important given the sensitivity of this profession and the frequent need to interact with people who find themselves in difficult life circumstances. This form of practical training complies with the current regulatory requirements for training specialists in the field of social work, and the regularity of practical training in the dual form of education ensures better formation, consolidation and deepening of professional competencies of students as future specialists, which is not always possible to achieve in the case of “classroom” practical training.

Development of Leadership Competence of Future Social Work and Counseling Professionals: a Coaching Approach

2024-03-30T23:55:53+02:00

The article proposes the use of the social assistance model (MSD) with the use of a coaching approach as a way to improve the quality of training of future specialists in the social sphere in institutions of higher education(IHE).

The purpose of the study relevance of the study is due to the urgent need to timely solve the social needs that have accumulated in Ukrainian society in recent years: unemployment, crisis phenomena, epidemics, poverty, external and internal forced migration as a result of war and occupation, which require an increase in the quality of training of future specialists by institutions of higher education capable of developing and implement innovative socio-pedagogical projects, search for innovative methods of providing social support, etc. Such tasks: based on the conclusions in the process of research work on the topic of coaching approaches in formal, informal, informal education, using theoretical, practical and experimental methods, the authors of the article propose to develop leadership competence in the preparation of masters of social and pedagogical specialties, which will allow future specialists to form a personal way of thinking and effectively integrate acquired skills into professional activity. Theoretical, general scientific and empirical methods were used in the research process.

The results. Using the example of the model of social assistance for the master's level, the authors advise actively developing applicants' critical and creative thinking, leadership qualities, and the professional ability to conduct coaching sessions. It is the coaching approach that involves the organization of the educational process in higher education institutions on subject-subject relationships between all participants and is aimed at forming the readiness of future specialists for self-aware professional activity in conditions of uncertainty of social changes. The specified preparation of the applicants for the development of leadership competence is based on the main principles of coaching: awareness, choice, trust, responsibility, positivity, community of success, activity, creative approach, systematicity, flexibility. It is this approach that allows us to take into account the demands of modern society for the training of competitive specialists in the socio-pedagogical sphere within the framework of the existing reality.

This contributes to the development of masters of social and pedagogical specialties of valuable skills of initiative, communication, leadership, pedagogical skill and others, obtained in the process of training the received tasks that exist in a real environment. As a result of acquiring practical skills during training, experience is formed that will be transformed into further professional activity.