Abstract
Social work field education is a cornerstone of professional formation, yet current models, bolstered by the implementation of the 2024 Australian Social Work Education and Accreditation Standards (ASWEAS) continue to prioritize rigid hour-based requirements over student wellbeing and agency. This article critiques competency-based approaches that reduce complex practice learning to binary measures of individual performance and argues for a shift toward a capabilities framework informed by Amartya Sen and Martha Nussbaum. A capabilities lens highlights what students are genuinely enabled to do and be, drawing attention to the structural, organizational, and relational conditions that shape practice learning. Drawing on national survey data from students, educators, and practitioners, we demonstrate how a multi-dimensional capabilities framework can operationalize social work values of dignity, safety, and social justice in field education. We propose practical strategies for reimagining placements that are flexible, participatory, and contextually responsive, ensuring that field education arrangements do not lose sight of student agency, wellbeing, and the transformative potential of practice.