Challenges of Teaching the Application of Social Group Work Methods in South African Historically Disadvantaged Universities in the Post-COVID-19 Era

A Narrative Review

Abstract

Group work modules in social work hold significant pedagogical value in enhancing students' proficiency in engaging with diverse communities. However, the COVID-19 pandemic disrupted conventional teaching approaches, necessitating the adoption of hybrid learning methods as an alternative. These measures introduced complex challenges, especially in the Historically Disadvantaged Universities (HDUs) in South Africa. Foremost among them is the digital divide; limited access to technology and the internet significantly hindered students’ ability to participate in online classes and complete assignments. Consequently, many students encountered difficulty producing examinable portfolios, adversely affecting their semester evaluations. This study adopted a transformative learning paradigm underpinned by service-learning theory to examine the complexities of teaching group work methods at historically disadvantaged universities. Using a narrative literature review methodology, the thematic findings highlight critical challenges, including the digital divide, disruptions to practical learning, psychosocial difficulties among students, and infrastructural deficits. Therefore, by shedding light on these multifaceted challenges, the study seeks to enhance understanding of the dynamics shaping the application of group work methods in the HDUs during unprecedented circumstances. The paper will optimistically contribute to the ongoing discourse in social work education, offering insights into addressing the challenges posed by such crises.