The Impacts of Western Theories: Application to Professional Social Work Practice in Saudi Arabia

Abstract

This study examines the impact of western social work education on decision-making among Saudi Arabian social workers within an Islamic context. Specifically, it investigates the integration of theoretical frameworks learned at university into practical social work, exploring factors such as professional experience, religious beliefs, and cultural influences that may shape decision-making. Research questions address whether social workers recall and utilize theories from their studies, the influence of practicing in an Islamic society, and potential conflicts between Western theories and Islamic values. Findings reveal that while social work education has significantly shaped professional practices—particularly through problem-solving skills and systematic approaches—many social workers are also guided by religious values in their practice. The research highlights that, for the majority, Western social work principles, including client dignity, respect, and autonomy, align with Islamic values, suggesting successful integration of these frameworks into their professional identity. Approximately twenty percent of participants did experience some tension between academic education and real-world practice but those social workers with longer experience in the field felt more confident in their interventions and decision-making. The study underscores the universal applicability of social work values and professional processes and how they transcend cultural circumstances and world views. This research contributes to a deeper understanding of how non-western cultural and religious values intersect with Western social work-oriented education in a manner which leads to a selection of interventions by social workers which adhere to principles of competent practice. At the same time these values are deeply rooted in the culture of the society in which they are practiced and are adapted to fit within context specific agency policies. The findings provide a basis for curriculum enhancements that support culturally competent practice in Saudi Arabia and similar settings.