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High-definition Transcranial Direct Current Stimulation over Right Dorsolateral Prefrontal Cortex to Enhance Metacognitive Sensitivity

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Generative Artificial Intelligence Use Among Social Work Students: The Role of Perceived Utility and Knowledge.

Anitra P Walker¹, Leon Banks¹, Daniel J Gibbs¹

¹School of Social Work, University of Georgia, Athens, Georgia, USA.

Journal of Evidence-Based Social Work (2019)

|November 29, 2025

Summary

Social work students use generative Artificial Intelligence (AI) more when they perceive its utility and possess AI knowledge. Training should focus on practical applications and ethical use for future practitioners.

Keywords:

Artificial intelligence social work education social work practice technology adoption

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Published on: September 26, 2025

Area of Science:

Social Work Technology Integration
Human-Computer Interaction in Social Services
Digital Literacy in Professional Fields

Background:

Generative Artificial Intelligence (AI) adoption presents unique challenges in human-centered professions like social work.
Limited research exists on social workers' engagement with AI tools in the United States.
Understanding factors influencing AI adoption among future social workers is crucial for effective integration.

Purpose of the Study:

To examine the influence of perceived utility and knowledge on generative AI usage among social work students in the U.S.
To identify key determinants of AI adoption within the social work academic community.
To inform curriculum development for responsible AI integration in social work education.

Main Methods:

A cross-sectional survey was administered to social work students at a U.S. university.
Data collected included attitudes toward AI, perceived utility, knowledge, and frequency of use.
Principal Components Analysis and regression models were used to analyze the data.

Main Results:

Principal Component Analysis revealed distinct dimensions of AI attitudes among students.
Both perceived utility and AI knowledge significantly predicted generative AI use.
Prior knowledge did not moderate the relationship between perceived utility and AI use.

Conclusions:

Social work students are more likely to use AI tools when they perceive them as useful and have adequate knowledge.
Educational programs should emphasize AI's practical benefits and ethical considerations.
Preparing social work students for an evolving digital landscape requires targeted training in AI utilization.