Neoliberal globalization has transformed societies, deepening systemic inequalities, exacerbating environmental crises, and sidelining vulnerable populations. Social work, as a human rights profession, is tasked with addressing these challenges. However, due to these neoliberal influences, Nordic countries, and specifically Sweden have faced a changing welfare state and a shift in social work education increasingly prioritizing technical skills and market-driven efficiency over critical engagement with global and structural power dynamics. An ongoing governmental review of Swedish social work education further reinforce this trend, emphasizing employability and measurable outcomes, while neglecting critical and transformative professional training addressing systemic injustices thorough critical perspectives. This study critically examines the extent to which global, structural, and critical perspectives on power dynamics are integrated into Swedish social work education. Employing a multimodal qualitative approach, it combines a scoping review mapping the coverage of these issues in Nordic social work curricula with focus group interviews to capture Swedish social work students' perceptions of global, structural and critical perspectives in their own education and their preparedness for future professional practice. The findings reveal significant gaps in curriculum content, including limited critical engagement with systemic inequalities and a disconnect between theoretical learning and practical application. Students’ express concerns about their readiness to tackle complex societal challenges such as globalization, and sustainability in their future roles. These insights underscore the need for a curriculum that consistently foster both analytical and practical skills, equipping students to tackle structural challenges effectively and work with multifaceted social issues. In response, this study advocates for transformative curriculum reforms that integrate critical, global, and structural perspectives as central pillars of social work education. By integrating these frameworks with the United Nations’ Sustainable Development Goals, educators can better prepare students to address systemic injustices, bridge theory and practice, and advance sustainability and social justice. It is argued that these findings offer actionable insights for policymakers and educators, aiming to align Swedish social work education with the profession's ethical commitment to equity, sustainability, and social justice in an increasingly globalized world.