Integrating Artificial Intelligence into Competency-Based Social Work Education: Challenges, Opportunities, and Policy Implications from Vietnam

Abstract

The rapid expansion of artificial intelligence (AI) is reshaping higher education and redefining professional training across disciplines, including social work. In this context, competency-based education (CBE) has emerged as a key approach to aligning graduate skills with evolving labor market demands. However, the integration of AI into social work education remains underexplored, particularly in developing countries. This study investigates how AI is being incorporated into competency-based social work training in Vietnamese universities, with a focus on identifying current practices, challenges, and opportunities. Adopting a mixed-methods design, the study draws on survey data from 250 students, 30 lecturers, and 10 employers, complemented by qualitative interviews. The findings indicate that while AI tools are increasingly used to support teaching and learning, their application remains fragmented and constrained by limited infrastructure, insufficient digital competencies, and concerns over ethical implications. At the same time, participants recognized the potential of AI to enhance practical skill development, personalized learning, and professional readiness. The study contributes to the growing literature on AI in professional education by providing empirical evidence from a Global South context. It further proposes policy and pedagogical implications for integrating AI into competency-based social work curricula, emphasizing the need for context-sensitive and ethically grounded approaches.