TEACHING THE HISTORY OF SOCIAL WORK: FROM TRADITIONAL CHRONOLOGY TO PROFESSIONAL IDENTITY

The history of social work serves as a foundation for understanding professional values, ethical principles, and the social mission of the profession. This article presents the results of an analysis of how the history of social work is taught to future social workers, identifies challenges within Ukrainian institutions of higher education, and offers recommendations for improving the course, with a particular emphasis on fostering students’ professional identity. The study was conducted using comparative analysis of curricula from six universities (three Ukrainian and three foreign). The findings reveal distinct characteristics in both domestic and foreign programs: Ukrainian courses offer detailed coverage of historical forms of assistance and national contexts, whereas foreign ones place greater emphasis on social work professionalization processes. The study identified valuable strengths in both approaches – Ukrainian programs provide systematic presentation of material and balance between theoretical and practical components, while foreign programs feature extensive work with primary sources and connection with contemporary practice. The research established that special attention in teaching the history of social work should be given to developing a clear understanding of professional identity among students. The paper proposes recommendations for enhancing the discipline's teaching, including: expanding work with primary sources, broadening international perspectives, strengthening connections with contemporary practice, diversifying teaching methods, and fostering interdisciplinary integration. The complementary approach suggested would contribute to developing social workers with strong professional identity, deep understanding of professional values, and ability to apply historical knowledge when addressing contemporary social challenges.