With the rapid advancement of technology in social work education, there is an increasing need for students to develop relational competencies within technology-mediated learning environments. This is particularly significant in collectivist cultures across Asia, where interpersonal relationships, community values, and social harmony are central to social work practice and education. This scoping review maps existing studies on technology use in social work education and examines how relational competencies are integrated within these contexts. A comprehensive search was conducted across five databases, resulting in nineteen articles that capture social work educators’ and students’ perspectives on how technological tools both enhance and constrain the development of relational competencies. Using thematic analysis, we identified four key themes: (1) benefits and advantages, (2) gaps in relational learning, (3) the centrality of intentional pedagogies, and (4) the role of educators and learners in fostering relational learning. This review employs the ‘third space theory’ to introduce the Reflectivity, Intentionality, Competency, Co-production, Adaptability framework, which comprises five essential components: reflectivity, intentionality, competency, co-production, and adaptability. These elements collectively underscore the pivotal role of educators and provide practical guidance for addressing the identified gaps and enhancing relational learning.