Digitization of Professional Social Work Practice in Educational Institutions from the Perspective of Social Workers: A Field Study on Selected Secondary Schools in Tarhuna City

Abstract

This study aimed to examine the current state of the digitalization of professional social work practice in secondary educational institutions in Tarhuna City, it’s identify the requirements for its implementation, and explore the challenges that hinder its adoption. The study employed the descriptive-analytical approach, which is appropriate for social and human sciences research. The study population consisted of all social workers employed in secondary schools affiliated with the Tarhuna Education Office, totaling 25 social workers. A comprehensive social survey was used to collect the data.
The findings revealed that the participants possessed substantial professional experience, enhancing the credibility of their assessment of digital professional practice. The results also indicated that the level of digitalization was moderate, reflecting a clear orientation toward integrating digital technologies into professional practice. These technologies contributed to improving professional performance, enhancing the efficiency of social services, safeguarding the confidentiality of information, and facilitating the use of digital applications and online platforms in working with students. However, the study identified several obstacles limiting effective digital transformation, including inadequate technological infrastructure, unstable internet connectivity, insufficient training and professional qualification, and limited technical and administrative support. These challenges constrain the optimal use of digital technologies within educational institutions. The study concludes that successful digital transformation in school social work requires an integrated technological and organizational environment, supported by continuous professional development and training for social workers.