Abstract This study investigates the role of technology in enhancing access to quality education among social work educators and practitioners in Cebu, Philippines. Using a cross-sectional survey design, data were collected from forty participants through structured questionnaires. Descriptive statistics and inferential analyses, including chi-square tests, t-tests, and correlation analysis, were employed to identify key trends and relationships. Results reveal that most of the respondents acknowledged technology’s positive impact on improving educational access, particularly in underserved areas. However, 68 percent identified barriers such as unreliable Internet access and digital competency gaps, with rural practitioners significantly more affected χ2(1, N = 40) = 9.47, P .01. Additionally, 73 percent reported evolving professional roles, transitioning into digital facilitators and technology advocates, a shift moderately correlated with higher digital competency levels (r = .42, P .001). The study concludes that while technology enhances educational opportunities, systemic barriers remain. It calls for infrastructure investments, targeted digital competency programs, and revised social work training models to equip practitioners for emerging hybrid service delivery roles. These findings contribute to the growing discourse on integrating technology into social work education and practice, offering data-driven recommendations for policy and curriculum development.
Lloyd Lyndel Simporios (Wed,) studied this question.