TA THI THANH THUY

PHAM THI TAM

Faculty of Social Work, University of Social Sciences and Humanities – Vietnam National University Ho Chi Minh City

Received on 03/8/2025. Revised on 13/8/2025. Accepted on 15/8/2025.

Abstract

In the context of sustainable development increasingly becoming the focus of social strategies, social work (SW) education needs to be restructured towards an integration of theory and practice. This paper introduces the training model at the Faculty of Social Work – University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City (USSH,VNU-HCM), with the aim of enhancing students’ professional capacity while strengthening the role of social work in sustainable community development. Based on an interdisciplinary approach and liberal education methods, this integrated model closely connects training programs, applied scientific research, and practical activities within the community. Students not only acquire theoretical knowledge but also participate in community-oriented projects, services, and research under the guidance of faculty members and partner social organizations. This creates favorable conditions for students to develop critical thinking, professional skills, ethical standards, and sustainable practice competencies in real-world settings. The paper also highlights some challenges in implementing the integrated model and offers recommendations to improve the quality of social work education in the new context, contributing to the construction of a just, inclusive, and sustainable society.

Keywords: Social work education, integrated theory and practice model, liberal and interdisciplinary education, sustainable development.

1. Introduction

In recent years, the training of social work (SW) professionals in Vietnam has been gradually shifting from a traditionally theory-oriented model to an integrated approach that emphasizes a close alignment between academic knowledge and professional practice skills. This transition reflects an inevitable trend in response to the increasing demands of both social realities and the labor market. However, in practice, a significant gap still exists between academic and applied domains at many training institutions. Curricula often fall short in creating sufficient opportunities for students to flexibly apply social work theories to address specific issues within communities.

Amidst Vietnam’s rapidly evolving and complex social context—marked by accelerated urbanization, climate change, rising social inequalities, and an intensifying aging population—the requirements for social work education go beyond the mere transmission of professional knowledge. There is a pressing need to equip students with practical competencies, critical thinking abilities, and adaptability to diverse real-world situations.

Therefore, developing and implementing an integrated training strategy that effectively bridges the gap between theoretical foundations and practical application is not only an innovative educational choice but also an urgent necessity. Such a strategy is essential for improving the quality of the social work workforce and advancing goals of sustainable development and social justice.

2. Research methods and approaches

To comprehensively analyze the model of social work education within the framework of sustainable development, this paper employs a combination of three primary research methods: secondary document analysis, case study research, and a descriptive-comparative analysis. Each method is implemented using specific tools and data sources to ensure a multidimensional, objective approach that bridges theory and practice.

2.1. Secondary Document Analysis

This method serves as the foundational basis for developing the theoretical framework and analytical orientation of the paper. Specifically, the research team collected and systematized internal documents related to training activities at the Faculty of Social Work, including: formal curricula at different academic levels (Bachelor’s and Master’s programs); syllabi of practice-based or integrated courses; annual reports on training, practicum, and community collaboration activities in recent years. These materials were then cross-referenced with external theoretical frameworks and professional standards, notably: the United Nations Sustainable Development Goals (SDGs), international and regional social work competency frameworks (such as those developed by the International Federation of Social Workers, ASEAN Social Work Consortium), and the Vietnamese National Occupational Standards issued by the Ministry of Labour, Invalids and Social Affairs. This triangulation aims to evaluate the degree of alignment, integration, and development orientation of the current training program in response to the global agenda of sustainable development.

2.2. Case Study Method

To demonstrate the feasibility and effectiveness of an integrated education model combining academic and practical components, the paper applies a case study method focusing on the Faculty’s integrative curriculum framework. Specifically:

- Community Capacity-Building Practicum I & II and Individual and Group Social Work Practicerepresent a structured practice-based training approach, linking students with local communities, where they engage in real-life needs assessments, planning, and implementation of social work interventions.

- Community Development Internship and Professional Internship reflect a community-based approach facilitated through close collaboration among the university, local authorities, and civil society organizations.

In addition to analyzing curricular documents and student outputs from these models, the research also incorporates stakeholder feedback collected through Employer Forums and Career Days. Respondents include: academic instructors and fieldwork coordinators, student support officers, participating students, and community partners (e.g., community centers, local NGOs). Qualitative data from interviews provide valuable insights into stakeholder experiences, evaluations, and recommendations—an essential dimension in practice-based training.

2.3. Descriptive and Comparative Analysis

To deepen the analysis, the authors employ descriptive-comparative analysis to extend the evaluation. Building on the aforementioned case study, the paper compares the Faculty's model with social work education programs at selected institutions in Southeast Asia, especially those with a sustainability orientation, such as Mahidol University (Thailand), Universiti Malaya (Malaysia), and the University of the Philippines (UP-Diliman). The analysis highlights similarities and differences, identifying key strengths and innovations of the model implemented by the Faculty of Social Work at the Faculty of Social Work – University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City (USSH,VNU-HCM). Special attention is given to aspects such as: the integration of sustainable development concepts into core social work courses; organization and supervision of field practicums; the Faculty’s capacity for community and partner engagement; and the effectiveness of training in enhancing students’ professional competencies after graduation.

This approach not only affirms existing achievements but also provides a foundation for continuous improvement and international integration of the training model.

The selection and application of these methods in a systematic, multidimensional, and interdisciplinary manner is essential to ensuring the quality and persuasiveness of the paper. In the current context, where social work plays an increasingly central role in advancing sustainable development, this paper is not only an academic contribution but also a strategic input to the ongoing enhancement of social work education quality in Vietnam.

3. Content

3.1. The Role of Social Work Education in Orienting Sustainable Development at the Faculty of Social Work – USSH, VNU-HCM

SW education at the Faculty of Social Work – USSH, VNU-HCM plays a strategic role in promoting sustainable development by cultivating a workforce with professional competence, ethical standards, and capacity for action in a rapidly changing society. The orientation toward sustainable development—encompassing the three pillars of economy, society, and environment—requires SW education programs to go beyond theoretical knowledge, fostering critical thinking, practical skills, and social commitment among students.

First, SW contributes to addressing social issues in a sustainable manner by training professionals capable of intervening in key areas such as poverty reduction, inequality, mental health care, child protection, and climate change adaptation. The current curriculum at the Faculty integrates courses related to human rights, community development, social justice, and social policy—core components of sustainable development.

Second, the Faculty’s training model emphasizes the integration of academic learning with practical experience through internships, action research, and partnerships with social organizations at local, national, and international levels. This approach enables students to engage with diverse real-world contexts, develop comprehensive professional competencies, and strengthen the link between academia and community in addressing concrete social challenges.

Third, social work education at the Faculty also plays a crucial role in raising awareness about sustainable development among youth and the wider community through social communication campaigns, community mobilization initiatives, and student-led projects. These activities not only disseminate humanistic and sustainable values but also serve as opportunities for students to actively exercise their roles as agents of social change.

In summary, social work education at the Faculty of Social Work – USSH, VNU-HCM serves as a vital bridge between academic knowledge and social practice, and as a core force in the human and community development strategy toward sustainability. The continuous renewal of curricula, teaching methodologies, and the expansion of interdisciplinary and regional cooperation are essential conditions for social work to maintain its pioneering role in the national sustainable development process.

3.2. The Integrated Academic-Practice Model Implemented at the Faculty of Social Work – USSH, VNU-HCM

3.2.1. Introduction

In the context of sustainable development becoming a strategic orientation both nationally and globally, the training of social work (SW) professionals with strong practical competencies, deep understanding of real-world issues, and systems thinking is an urgent necessity. To meet this demand, the Faculty of Social Work has developed and implemented an integrated academic-practice model that tightly connects theory – skills – and application, ensuring students’ holistic development in terms of thinking, attitude, and professional capacity.

The integration model at the Faculty is built upon three core pillars:

(a) Foundational academic training: Courses are designed based on contemporary social work theories, encompassing micro, mezzo, and macro levels—from individual and group work to community practice, policy, and social governance. Students are equipped with critical thinking, social analysis, and both qualitative and quantitative research skills, thereby enhancing their capacity to understand and interpret social issues within the Vietnamese context.

(b) Clinical and community-based practice: Field education is progressively structured, moving from basic exposure to advanced professional practice. Modules such as “Practice for Community Empowerment 1”(Year 1), “Practice for Community Empowerment 2” (Year 2), “Social Work Practice with Individuals and Groups” and “Community Development Fieldwork” (Year 3), and “Graduation Internship” (Year 4) enable students to engage directly with social service centers, hospitals, schools, NGOs, or community-based projects.

(c) Multi-dimensional linkage with organizations and professionals: The integrated model is not separated from the broader social partnership network. The Faculty actively maintains strategic partnerships with over 50 internship host institutions and regularly invites practitioners and experts from domestic and international organizations to participate in academic exchanges, teaching, thematic guidance, and learning outcome assessments.

3.2.2. Comparison with Integrated Models at Selected Social Work Training Institutions in Southeast Asia

The integrated model implemented by the Faculty of Social Work has been developed in a flexible and creative manner, forming a distinctive approach that aligns with the specific social context of Vietnam while also converging with international standards. In the context of globalization and the prioritization of sustainable development goals, social work education across Southeast Asia is undergoing a significant transformation toward integration between academic knowledge and professional practice. Training institutions such as Mahidol University (Thailand), Universiti Malaya (Malaysia), and the University of the Philippines Diliman have all developed educational models in social work that emphasize professional competence while maintaining a strong connection with both regional and global social issues.

In this section, we present a comparative analysis between the integrated training model of the Faculty of Social Work – USSH, VNU-HCM, and those of other institutions in the region, highlighting key similarities and differences in the following table.

Table 1: Comparative Table of Integrated Models between the Faculty of Social Work and Selected Social Work Education Institutions in Southeast Asia

Source: Compiled by the authors, June 2025.

Several notable similarities can be identified in the orientation of social work education between the Faculty of Social Work at the USSH, VNU-HCM, and other reputable universities in the region, including the following aspects:

(a) Shared commitment to sustainable development goals: All programs emphasize the essential role of social work in addressing globally relevant and interdisciplinary social issues such as poverty reduction, social inequality, climate change adaptation, protection of vulnerable groups, and support for migrant communities. This shared orientation aims to prepare a social workforce capable of adaptation and making positive contributions to comprehensive and sustainable development.

(b) Integration of academic learning and practical experience: Similar to the Faculty of Social Work, programs at Mahidol University, Universiti Malaya, and the University of the Philippines Diliman adopt integrated models that combine academic content with practical engagement. This is achieved through internships, community-based projects, field practice modules, and participatory action research. Such integration enables students to develop professional competencies during their course of study.

(c) Engagement of communities and social organizations: Community and civil society engagement is a key component in the design and implementation of training programs. Regional institutions establish networks with civil society organizations, governmental agencies, and local communities to enhance teaching quality, supervise student learning, and evaluate learning outcomes based on practical relevance.

However, alongside these similarities, there are also notable differences in the approaches and implementation of integrated training models, as outlined below:

(a) Institutionalization of the integrated model: At Mahidol University and the University of the Philippines Diliman (UP Diliman), community-engaged learning has been formalized and incorporated as a compulsory component of the undergraduate curriculum. In contrast, at the Faculty of Social Work, the integrated model currently relies primarily on the flexibility of individual lecturers and their connections with practice partners. It has not yet been fully institutionalized at the undergraduate or graduate program level.

(b) Scale and resource mobilization: Several institutions in the region benefit from the support of international development funds (such as UNICEF, UNDP, or ASEAN-related organizations), which facilitates the expansion of community-based learning models and promotes applied research. Meanwhile, in Vietnam—specifically at our Faculty of Social Work—mobilizing external resources for practical activities remains challenging and is largely dependent on personal networks and voluntary cooperation mechanisms.

(c) Interdisciplinary orientation and holistic approach: Institutions such as Universiti Malaya and Mahidol University have explicitly integrated interdisciplinary content (e.g., health, environment, human rights, technology) into their social work training programs to align with sustainable development goals. At our Faculty, interdisciplinary integration is emerging but remains in an experimental phase and is unevenly applied across course modules.

3.2.3. Identifying Key Strengths and Innovations in the Integrated Academic-Practical Training Model at the Faculty of Social Work – USSH, VNU-HCM

In the context of a rapidly shifting global landscape towards sustainable development, the social work profession is playing an increasingly vital role as a catalyst for social justice, poverty reduction, and community empowerment. The development of a high-quality workforce in this field necessitates a well-balanced integration of academic theory and practical experience. In Vietnam, the social work training model in general - and that of the Faculty of Social Work at the USSH, VNU-HCM in particular - has demonstrated several outstanding advantages. It maintains academic rigor while being deeply rooted in social realities, especially in alignment with sustainable development orientations.

A prominent feature of this model is the vertical integration of practice-oriented components throughout the entire curriculum, from the first year to graduation. Rather than limiting internships to the final phase of the program, as is common in more traditional models, the Faculty has developed a multi-layered, well-structured practical training system that aligns with students’ progressive stages of professional competency development. This approach closely parallels the model implemented at Mahidol University (Thailand), which also emphasizes community-engaged learning through integrated fieldwork modules starting from the first academic year, thereby fostering continuous application-oriented capacities.

In addition, the curriculum is designed to promote experiential, community-based project learning, enabling students to develop critical thinking, problem-solving, teamwork skills, and the capacity to design sustainable social interventions. Compared to the program at Universiti Malaya (Malaysia), which emphasizes problem-based learning in simulated environments, the model adopted by the Faculty of Social Work offers a distinct advantage through its practical orientation and direct engagement with marginalized groups in Vietnamese communities.

Another notable feature of the training model is the integration of an interdisciplinary approach in the teaching of core courses, including sociology, psychology, law, community development, and social policy. This helps students develop a multidimensional and comprehensive knowledge base that informs their professional identity. Similarly, at the University of the Philippines – UP Diliman, the Bachelor of Social Work program is also structured on interdisciplinary principles. However, a key distinction of the Faculty's model lies in its flexible application of such knowledge within localized contexts, especially through case studies and field interventions in both urban and rural communities across Vietnam.

The training model also places strong emphasis on the development of a tripartite monitoring and feedback system, establishing a close coordination mechanism among faculty members, fieldwork institutions, and students. Internship assessments are conducted not only based on final outputs but also through periodic feedback, career counseling, and advanced supervision tools. Compared to other programs in Southeast Asia, this represents an innovative strength that enhances the quality of practical training—a component that remains challenging in many social work education systems.

Finally, the orientation toward sustainable development is embedded not only in the training philosophy but also concretized in course content, graduation thesis topics, and extracurricular activities. Students are encouraged to conduct research and interventions focusing on vulnerable groups such as persons with disabilities, children, migrants, the urban poor, and communities affected by climate change. This reflects a convergence with the spirit of developmental social work, as promoted in several Southeast Asian countries—particularly in Thailand and the Philippines—where social work plays a central role in government and civil society-led sustainable community development initiatives.

From this perspective, the social work training model at the Faculty is not only responsive to the Vietnamese context but also aligned with regional and international standards. It contributes to the development of a workforce equipped with academic competence, practical skills, and a strong sense of social responsibility—capable of meeting the demands of sustainable development in the 21st century.

3.2.4. Key Challenges in Implementing the Integrated Model of Academic Learning and Practical Training at the Faculty of Social Work – USSH, VNU-HCM

The development and implementation of an integrated model that combines academic learning with practical training in social work education is an inevitable trend, particularly in the context of Vietnam's growing emphasis on applied social sciences as a means to achieve sustainable development. However, the realization of this model at the Faculty of Social Work has been facing numerous systemic, structural, and operational challenges. Some of the most prominent issues include:

(a) The gap between theory and practice: Although the training curriculum has made efforts to update theoretical content in alignment with contemporary Vietnamese social realities, a considerable disconnect remains between the academic knowledge delivered in the classroom and the real-life situations encountered in professional social work settings. Much of the academic content remains abstract and lacks the flexibility needed to address the complex, multidimensional problems that arise in community contexts. This gap undermines the effectiveness of professional competency development among students.

(b) Limitations in the network of practice partners and internship sites: The maintenance and expansion of networks for field placements and professional internships continue to rely heavily on personal relationships and the goodwill of partner organizations, such as social work centers, hospitals, schools, and other social institutions. The absence of a stable, clearly defined cooperation mechanism leads to inconsistencies in the allocation and coordination of internship placements, thereby affecting both the students' experiential learning and the overall quality of clinical training.

(c) Shortage of adjunct lecturers with practical experience: In implementing the integrated model, the role of lecturers is central in bridging theory and practice. However, at present, there remains a shortage of faculty members with substantial hands-on experience in the field of social work. Many lecturers have been academically trained or come from related disciplines, with limited exposure to or direct involvement in community-based practical projects. This gap hinders their ability to convey professional situations and practice-based skills in a vivid and realistic manner.

(d) Lack of standardized assessment for practical competence: Another major barrier lies in the absence of a standardized system for evaluating students’ practical competencies. The current assessment tools are fragmented and lack appropriate quantitative measures. Consequently, feedback from field placement agencies tends to be inconsistent, making it difficult to monitor students’ learning progress and development of professional skills effectively.

(e) Challenges from the broader social and professional context: Social work in Vietnam is still undergoing a process of professionalization and institutional recognition. Therefore, limited awareness among the general public, local authorities, and some institutional managers regarding the role of social work has led to inadequate support for practice-based training. In some cases, interns are not assigned to appropriate tasks related to their professional competencies, or they are excluded from meaningful social intervention processes.

(f) Financial constraints and lack of supporting resources: Implementing an integrated training model requires significant funding for various activities such as organizing academic-practice conferences, practice supervision, supporting students in remote areas, and faculty development in line with current field realities. However, financial resources and support from universities, governing bodies, and international projects remain limited, thereby preventing the model from being scaled up and sustained effectively.

4. Conclusion and recommendations

In the context of sustainable development being established as a strategic orientation at both global and national levels, social work education needs to transition from a traditionally theory-oriented model to an integrated model that is closely connected with real-world social practices. This paper analyzes the integrated training model combining academic knowledge and practical experience currently implemented at the Faculty of Social Work – USSH, VNU-HCM. This model serves as a typical example of innovation in curriculum, pedagogy, and training environments. It aims to enhance students' professional practice competencies while equipping them with critical thinking skills, a strong sense of commitment to social values, and the capacity to act effectively toward the goals of sustainable development. These elements constitute the core foundation for building a high-quality social work education ecosystem capable of adapting to the fluctuations and challenges of Vietnamese society in the present era.

The following specific recommendations are proposed:

(a) For the USSH, VNU-HCM

• Promote interdisciplinary approaches in education and research:
• Strengthen infrastructure and practice-based learning resources:

(b) For Training Institutions – Department of Social Work

To meet the demands of social work education aligned with the orientation of sustainable development, the Department of Social Work should focus on three strategic directions:

• Strengthening the integration of academic knowledge and practical experience:
• Expanding and consolidating professional practice networks:Develop strategic partnerships with social organizations, NGOs, and local agencies to broaden internship opportunities and applied research settings. Invite practitioners to participate in teaching, professional skill training, and the cultivation of professional ethics for students.
• Innovating teaching methods connected to community realities:

(c) For the Faculty Team

Efforts should focus on two key directions to promote an educational model that integrates academic learning and practical experience within the framework of sustainable development:

• Enhancing the capacity for integrated teaching
• Promoting applied research and academic publication

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