Digital well-being begins with inclusion: A systematic review of videoconferencing guidelines for equitable learning

As higher education institutions increasingly adopt videoconferencing technologies to broaden access to learning, the need for evidence-based, inclusive practices to support digital well-being becomes paramount. Integrating these technologies into the curriculum necessitates careful design considerations to prevent unintended consequences and uphold learners’ privacy, safety, equity and humanity. Our systematic review, based on eight dimensions of digital wellness, has identified key inclusive design decisions for videoconference-enabled formal learning experiences. Drawing from data analysed from 36 empirical studies, we organised six inclusive design considerations for digital wellness in videoconferencing learning environments. These considerations – accessibility, active learning strategies, multimodal communication, readiness, social presence and sociocultural sensitivity – offer course designers a practical framework to create evidence-based practices that foster digital wellness and inclusion in videoconferencing learning spaces. Implications for practice or policy: • Academic institutions should recognise digital wellness as a shared responsibility among institutional stakeholders, including faculty, learners, and administrative professionals. • Institutional policies should prioritise learner choice and equitable access for co-creating knowledge and fostering safe communication. • Stakeholders should be empowered to make informed choices about digital habits to mitigate unintended consequences and encourage mindful technology use. • Accessibility barriers must be addressed through intentional learning design, ensuring meaningful participation and interaction for all.