2026/07/29 by Fidel Bethel Nnadi, Cecilia Sochima Odo, Somtochukwu Vivian Onwubiko +5
Psychology · Social Sciences · #Digital Mental Health Interventions #Mental Health via Writing #Social Work Education and Practice
paper · doi:10.1080/02615479.2026.2711003
openalex publication_date 2026/07/29 · openalex created_date 2026/07/30 · openalex updated_date 2026/07/30
Artificial intelligence (AI) is increasingly reshaping social work education practice and research, offering new opportunities for knowledge generation, practice innovation, and learning, while also raising important ethical and contextual concerns regarding its use. This article draws on a collaborative autoethnography (CAE) to examine the lived experiences of nine (9) African social work researchers, educators, and students engaging with AI in academic contexts. Data were generated through personal narratives, recorded group discussions (via Zoom), and shared reflective documents, and analyzed using thematic and narrative approaches. Findings indicate that AI serves as a valuable tool for enhancing research efficiency, supporting learning, and facilitating access to knowledge. However, its use is accompanied by significant ethical challenges, including concerns about academic integrity, over-reliance, algorithmic bias, and the dominance of Western epistemologies within AI systems. These issues complicate efforts to promote culturally relevant and context-sensitive social work education and research in Africa, underscoring the urgent need for Africentric social work educators and researchers to actively shape the ethical landscape of AI. Their involvement is crucial to ensure that AI applications are not only ethical and inclusive but also accurate and sensitive to diverse cultural perspectives, ultimately fostering a more equitable and responsive social work practice.