Developing professional writing in social work education: perspectives of students and lecturers in Italy

Professional writing is a central, yet often overlooked, component of social work practice and education. This article examines the ways in which teaching of professional writing is perceived and experienced within social work education, based on the perspectives of students and lecturers in two Italian universities. The research involved students and teachers from a social work bachelor’s degree program at two universities in Northern Italy. The students’ perspectives were explored through a self-completion questionnaire, and the lecturers’ views were collected in a focus group with four academics who were involved in the educational activities. The findings indicate that although students recognize the importance of professional writing, they experience difficulties in integrating it into practice, particularly during internships. The lecturers emphasized the need for a coherent pedagogical approach that transcends fragmented methods and positions writing as a critical, cross-disciplinary competence. The findings highlight the need for a broader understanding of the role of writing in social work and its implications for educating social workers who are critically engaged and ethically responsible.