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Journals
Social Sciences
Special Issues
Social Work Practice and Education in the Post-Pandemic World
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Social Work Practice and Education in the Post-Pandemic World

A special issue of Social Sciences (ISSN 2076-0760).

Deadline for manuscript submissions: 15 June 2024 | Viewed by 1442

Special Issue Editor

Dr. Johnson Chun-Sing Cheung

E-Mail Website
Guest Editor
Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong, China
Interests: social policy; health inequalities; community development; innovation; technology

Special Issue Information

Dear Colleagues,

There have been a lot of discussions about what the post-pandemic world will look like. Though there is no consensus yet, it is unlikely that society will return to what it originally was. There are new problems that require new solutions, new needs require new interventions, new user groups require new services, new social issues require new policies, etc., and hopefully, new questions will have new answers. In response to the “news” in the post-pandemic world, social work practice and education have to be renewed. 

This Special Issue focuses on the new positioning of social work in micro-, mezzo-, and macro-aspects after the unprecedented disaster. Topics include, but are not limited to: (1) Digital transformation; (2) Innovative policy and practice; (3) Pedagogical enhancement and upgradation; (4) Responses to new inequalities; (5) Ethical considerations; and (6) Researching on social work practice and education in the post-pandemic world. 

Academics are welcome to partner with practitioners in writing. Papers should be high-quality research reports that are well crafted and accessible to an international readership. A typical article should report scientifically sound research studies with a suggested minimum word count of 4000 words. High-quality systematic reviews or theoretical papers will also be considered. Please refer to the journal's web pages for specific instructions and templates.

Dr. Johnson Chun-Sing Cheung
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Social Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • COVID-19
  • post-pandemic
  • digital transformation
  • human rights
  • social justice
  • responses to vulnerable groups
  • community development
  • public health
  • allied health and social services
  • social work practice
  • social work education

Published Papers (1 paper)

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Research

15 pages, 524 KiB  
Article
Adapting to Change: Investigating the Influence of Distance Learning on Performance in Italian Conservatories
by Veronica Giffi, Stefania Fantinelli and Teresa Galanti
Soc. Sci. 2023, 12(12), 664; https://doi.org/10.3390/socsci12120664 - 30 Nov 2023
Cited by 1 | Viewed by 927
Abstract
During the COVID-19 pandemic, the sudden switch from face-to-face learning to distance learning generated many critical issues in music institutes. Specifically, conservatories found themselves using a didactic methodology that had never been considered before to ensure the continuation of students’ education. In particular, [...] Read more.
During the COVID-19 pandemic, the sudden switch from face-to-face learning to distance learning generated many critical issues in music institutes. Specifically, conservatories found themselves using a didactic methodology that had never been considered before to ensure the continuation of students’ education. In particular, the adoption of distance learning has had a greater impact on those classes characterized by a significant practical–experiential component. This study aims to investigate the phenomenon of distance learning in Italian conservatories to explore how this experience affects students’ performance through their satisfaction with distance learning. A cross-sectional study was conducted on 328 students of 41 Italian conservatories, using an online self-report questionnaire to investigate conservatory students’ experience of distance learning and its impact on performance. To test the hypotheses, a mediation model was tested using SPSS version 26. The results show that the positive experience of distance learning has a positive impact on perceived performance and that satisfaction with distance learning, as a mediator role, further reinforces this relationship. This study is the first known one to explore the relationship between the experience of distance learning and student performance in the context of conservatories and music teaching. Full article
(This article belongs to the Special Issue Social Work Practice and Education in the Post-Pandemic World)
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