From Structured Learning to Adaptive Practice: Understanding Competency Development in Community Resource Mobilization among Social Work Students in Vietnam

Abstract

Competency development is fundamental to social work education, particularly in practice areas requiring adaptability, collaboration, and engagement with community contexts. This study examined competency development in community resource mobilization among 120 undergraduate social work students at the University of Labour and Social Affairs (ULSA), Vietnam. A cross-sectional survey design was employed to investigate the relationships among cognitive competence, procedural competence, adaptive professional practice, and contextual learning conditions. Descriptive statistics and multiple regression analyses were conducted to identify factors associated with competency development. Students demonstrated relatively strong cognitive and procedural competencies but experienced greater difficulty transferring these competencies into adaptive professional practice. Practice contexts emerged as the strongest predictor of competency development, emphasizing the importance of authentic field experiences in supporting the transition from classroom learning to professional performance. The proposed Competency Transition Framework extends current perspectives by conceptualizing competency development as a context-dependent process shaped by interactions between individual capabilities and learning environments rather than as a linear progression from knowledge acquisition to practice. Strengthening field education, community engagement, supervisory support, and institutional learning environments may enhance competency-based social work education and better prepare graduates for the complexities of community practice.