Ideating Innovative Learning Spaces in Social Work Institutions: Reflections of Student Social Workers

Abstract

This paper delves into the transformative potential of innovative learning spaces within social
work education, focusing on student reflections from the experiential theatre society, Arangu.
The study examines the impact on student self-perception, envisions reimagined learning
spaces within social work institutions, and underscores the benefits of student co-designing
for holistic growth. Through in-depth interviews with seven student social workers, the
research explores perceptions of innovative learning spaces and their alignment with
professional approaches. Findings reveal a profound evolution in self-perception, highlighting
the significance of spaces like Arangu in nurturing hidden talents and fostering a sense of
purpose. Students advocate for flexible, inclusive, and dynamic learning environments,
challenging traditional structures and emphasizing the need for a personalized,
interdisciplinary education. The paper concludes with implications for social work education
and practice, advocating for intentional space design to meet the diverse needs of students
and foster a socially responsible cohort