Exploring the Effectiveness of Participatory Teaching in the 'Social Work Administration' Course within Social Work Professional Education

The application and effectiveness of participatory teaching in the field of social work professional education are crucial for enhancing students' practical abilities and vocational skills. This study aims to explore the implementation and effects of participatory teaching in the 'Social Work Administration' course at Nanning Normal University in Guangxi. Employing a mixed-methods approach, integrating both quantitative and qualitative data, the study comprehensively analyzes 56 sophomore students majoring in social work. The research found that participatory teaching strategies such as group cooperation, case analysis, and role-playing significantly increased students' active participation and enthusiasm. Additionally, substantial progress was observed in soft skills like leadership, communication abilities, and teamwork. Through practical activities, students effectively applied theoretical knowledge and gained a clearer understanding of career planning in social work. This study demonstrates the effectiveness and necessity of participatory teaching in professional education for social work, proposing suggestions for improvements in teaching methods. These suggestions emphasize the transformation of the teacher's role in the educational process and the development of students' comprehensive abilities. These findings and recommendations provide theoretical and empirical support for teaching practices in social work professional education. Furthermore, the study proposes future research directions, including expanding the sample size, exploring the application of participatory teaching in different teaching environments, and assessing long-term effects and sustainability.