Towards a framework for digital literacy in social work education in a time of artificial intelligence

As artificial intelligence (AI) technologies increasingly influence higher education, social work educators face urgent questions about how to prepare students for digitally mediated practice while maintaining ethical, relational, and justice-oriented pedagogies. This paper aims to develop a conceptual framework for critical digital literacy in social work education, grounded in decolonial theory, ethical AI critique, and pedagogical reform. Using an integrative literature review (ILR) methodology, the study synthesizes recent scholarship on AI’s ethical implications, its impact on teaching and learning, and the colonial legacies embedded in digital systems. Three thematic domains are explored: (1) ethical considerations and algorithmic bias; (2) pedagogical innovation and curricular responses; and (3) decolonial perspectives on data and technology. An illustrative case study of AI-generated images further demonstrates how visual outputs reflect entrenched social hierarchies. The paper argues for a transformative model of digital literacy that is not only technically competent but critically reflective, community-connected, and socially just. This framework offers educators a roadmap to engage with AI in ways that align with the core values of the social work profession.