There are no problems to be solved, only inquiries to be made, in social work education

Abstract

This article provides a critical analysis and evaluation of how an inquiry‐based learning (IBL) approach to learning and teaching was introduced into the curriculum of a large and well‐established social work programme at a UK university. A rationale for the initiative is provided, in particular the rejection of the term problem‐based learning (PBL) and why the alternative IBL term is more appropriate for social work education. Questionnaire surveys and focus group meetings revealed that students had a number of concerns about the introduction of IBL. The two main ones are reported on, namely the balance of subject teaching against student‐centred learning and the timing of the introduction of the IBL approach to teaching and learning.