Case Report – Speed Dating as a Way to Create Engagement with Theory in Social Work Education

Abstract

How do we create engagement with theory in social work education when students do not necessarily like learning theory and we educate in an age of Artificial Intelligence (AI)? This case report discusses the implementation of “Speed dating with theory” as an innovative pedagogical method to create engagement with theory. Adapted from speed dating techniques used in higher education, this approach involves structured, rapid exchanges where students present and discuss different theoretical perspectives. Implemented after a series of lectures on different theoretical perspectives, students first collaborated in small groups to prepare an overview of their assigned theories, followed by speed dating where they participated in one-on-one conversations. Student evaluations indicate that students found this method more engaging than traditional lectures, appreciated peer explanations of theory which they found more accessible, and valued the opportunity to interact with fellow students. Challenges included short discussion times, background noise, and difficulty recalling conversations about other theories. “Speed dating with theory” encourages engagement with theory and promotes communication skills essential for future social work and child welfare practitioners. This method offers a promising strategy for early stages of theoretical thinking in social work education and active learning in a changing educational landscape.