Promoting Digital Citizenship in Social Work: Training Students for Inclusive and Accessible Tech-Health Practices.

This article focuses on a pedagogical approach to training graduate social work students in tech-health equity, emphasizing technology access as a fundamental human right and a social determinant of health. It presents a newly developed telehealth practice course designed to build competencies in digital citizenship—the ethical and responsible use of technology—and in reactive and generative self-efficacy, which relate to students’ confidence in engaging with digital content. Four pedagogic strategies—ePortfolios, in-course dialogue using the RISE model, public-facing reflections, and data justice presentations—are employed to integrate cognitive and affective learning domains and to foster students’ skills in addressing digital inequities. The article also outlines a research framework to evaluate the effectiveness of these strategies in enhancing students’ digital citizenship and self-efficacy, aiming to prepare future social workers to promote inclusivity and equity in telehealth access and services.