Navigating Together: Advancing U.S. Global Social Work Education during COVID-19 and Beyond

Background/Rationale: The COVID-19 pandemic and its impact were felt worldwide. As a field, social work was not absolved from the pandemic's struggles. Programs reacted swiftly by supporting students and creating innovative ways to meet student needs. U.S.-based social work educators engaged in study abroad and other global programs were forced to shut down, pivot, and adapt their programs in response to COVID-19. This study was conducted to learn how U.S.-based leaders in global education were (1) responding to the pandemic, (2) learning from the pandemic, and (3) making plans to continue their work through the pandemic and beyond. Method: Semi-structured, Zoom-based interviews were conducted in the fall of 2020 with 15 individuals implementing U.S. global social work education in top-rated social work programs or participation in the Council on Social Work Education’s Global Commission and its councils. Data were analyzed using inductive thematic analysis. A grounded theory model was created, and themes were identified based on the analysis. Results: The data revealed that COVID-19 impacted students, faculty (those being interviewed), and partner programs. Flexibility, whether sought or not, and innovation, including opportunities and challenges, impacted all three groups. Respondents reinforced the importance of cultural immersion, competency, and humility, the significance of indigenous knowledge, critical perspective-taking, and insight into diversity, equity, and inclusion. Students missed out on immersive experiences, reconsidered travel, and became aware of safety. Faculty developed flexibility through engagement in professional development, changing roles, and navigating different instructional models. Partner agencies faced financial difficulties and were challenged with maintaining older and newer relationships. There were limitations and positive responses towards virtual education. Emphasizing the significance of global education and promoting global citizens by engaging internationally and domestically with incoming students and local organizations remained a priority. Conclusion: The results of this study highlight the importance of collaboration and learning among programs to understand how others adapted skillfully and ethically and prepared for unpredictable circumstances that will undoubtedly arise in the future. As such, programs should prepare students to engage with uncertainty in changing environments, equipping them with skills and knowledge to navigate unforeseen challenges. Additionally, global education is essential to prepare students to navigate cultural diversity and foster awareness of shared global issues.