Abstract: Submission #48

Abstract Students equipped with the necessary skills could be more comfortable engaging professionally and constructively with community members, contributing towards sustainable projects where communities participate and take ownership. The Community Work Field Instruction (FI) Programme, grounded in the principles of experiential learning, aims to equip students with practical skills essential for effective community work. By participating in real-world projects, students develop a deeper understanding of diverse social issues and the dynamics of collaborative, sustainable development. Qualitative data were collected through semi-structured interviews with five agency supervisors and a focus group session with six second-year students. An eight-step thematic analysis tool guided the data analysis. Findings revealed both supportive and critical perspectives on the FI programme’s effectiveness. While some supervisors noted that students engaged meaningfully with the community, others observed a preference for easier, self-serving projects. Students’ creativity was limited, with few innovative efforts reported. All supervisors stressed the importance of encouraging creative thinking and using recycled materials to develop helping aids. Some students acknowledged that the facilitation classes, including role plays, helped develop communication, facilitation and problem-solving skills. While others reported these as overly simplified compared to real-life scenarios. To improve the FI programme, all participants suggested clearer role definitions, stronger professional boundaries, and enhanced training in time management, communication and digital skills. Supervisors further recommended aligning students’ attributes with community placements, incorporating more hands-on activities and involving agencies more directly. They emphasised that supervisors should have a more significant role in identifying community challenges and receive students’ reports. Students recommended more dynamic, realistic, and practical learning experiences, greater variety and creativity in teaching methods, and randomised groupings to better prepare them for practicum realities. This study underscores the value of reflective, practice-based learning in fostering professional identity and readiness for community work while highlighting opportunities for enhancing the FI programme.