Navigating the digital divide in online work integrated learning for multicultural equity in social work education

Abstract

The shift toward online Work-Integrated Learning (WIL) is reshaping social work education worldwide, raising important questions about equity, cultural relevance, and the future of professional training. However, there is limited systematic evidence synthesising how these challenges and opportunities affect multicultural social work education, especially in Global South contexts. This systematic review explores the challenges and possibilities associated with implementing online Work-Integrated Learning (WIL) in social work education, with particular attention to multiculturalism and social justice. Following a systematic review (PRISMA) guideline, 58 studies were identified and thematically synthesised. The findings show that digital transformation can deepen existing inequalities among marginalised students in South Africa, especially those from low-income or rural communities who face limited access to reliable technology and connectivity. Although online WIL raises ethical issues related to informed consent, cultural respect, and appropriate engagement, it also presents opportunities to enhance inclusivity through culturally responsive pedagogy and the development of critical digital literacy. Without intentional, equity-driven approaches, however, online WIL risks perpetuating or intensifying current forms of exclusion within social work education. The review further demonstrates that institutional readiness, culturally responsive digital pedagogies, and equitable access to technology are essential for the successful implementation of online WIL. This review calls for deliberate strategies that amplify the perspectives of underrepresented groups and strengthen social justice within digital learning environments. The findings contribute to the growing scholarship on digital justice by providing evidence-based recommendations for policy, practice, and future research in online social work education. The review also identifies key priorities for higher education institutions seeking to implement equitable and sustainable online WIL.