Innovating social work pedagogy: generative AI for critical competency development in evidence-based practice

As generative artificial intelligence (AI) increasingly automates knowledge synthesis, social work students encounter AI-generated research summaries during training. This study examines classroom implementation of an AI-informed research synthesis exercise, exploring how students engaged with AI tools and how these technologies influence evidence-based practice (EBP) competency development. A concurrent mixed methods design captured participants’ attitudes through pre- and post-assignment surveys and written critiques comparing human- and AI-generated literature reviews. Qualitative analysis revealed students identified significant challenges: AI’s superficial writing quality, reliance on hallucinated and dated evidence, tendency to overclaim regarding mixed findings, and implications for expertise development. Quantitatively, only 38.5% of AI citations were completely accurate, and attitudes toward AI decreased by −0.83 points on a 5-point Likert scale. Results demonstrate immediate need for comprehensive AI literacy curricula within human services education employing experiential learning techniques. Training must equip practitioners to engage with AI-generated content critically, transparently, and ethically as they integrate these technologies into evidence-based practice.