Over the past four decades, rapid technological advancements have reshaped educational environments globally, influencing not only how students learn but also how school-based professionals deliver psychological and counselling services. The profession of educational counselling has evolved in response to these shifts, incorporating new tools, modes of communication, and professional standards. This paper presents a historical and professional timeline that traces the development of educational counselling alongside the integration of key digital technologies and platforms, while also considering policy decisions, ethical frameworks, and evolving professional demands.

Educational counselling has expanded from emotional support and crisis intervention to include academic guidance, parental consultation, and promotion of social-emotional learning (Lambie & Sias, 2009; Sink, 2005). In parallel, the increasing penetration of digital technologies into daily life has created both challenges and opportunities for school counsellors (Beebe, 2020). The convergence of these trends demands a critical examination of how counselling practices have evolved in digital contexts.

The timeline of technological adoption includes several key milestones:
1990s: Introduction of personal computers and productivity software in schools. Counsellors began using digital documents for planning and documentation (Christensen, 2002).
Mid-1990s–2000s: The internet became increasingly accessible, enabling users to send and receive emails and conduct online research.
2004–2007: Social media platforms (Facebook, YouTube, Twitter) emerged, increasing the importance of digital literacy and cyberbullying prevention (Livingstone & Haddon, 2009).
From 2010 onwards, smartphones and instant messaging apps (e.g., WhatsApp, Telegram) introduced blurred professional boundaries, allowing for off-hour communication (Zilka, 2020).
From 2015 onwards, digital learning environments (Google Classroom, Microsoft Teams) required counsellors to adapt to virtual school cultures.
2020: The COVID-19 pandemic triggered a shift to online counselling through platforms like Zoom and Google Meet (Tandon, 2021).
2023–2025: Integration of AI and data analytics raised new ethical considerations (O'Keeffe et al., 2022).
The counselling profession evolved alongside these technological changes:
Early 2000s: Emphasis on evidence-based practice and data-informed school counselling (Dimmitt, Carey, & Hatch, 2007).
2010s: The counselling role expanded to include digital safety, cyberbullying, and digital citizenship (Swaminathan, 2017).
2016: Ethical codes began addressing digital communication, online counselling, and privacy.
2020–2021: Emergency guidelines during the pandemic emphasised confidentiality, informed consent, and platform security (APA, 2020).
2022–2025: Training standards continue evolving to include digital ethics, AI literacy, and hybrid counselling models (CACREP, 2023).

This evolving timeline demonstrates the reciprocal relationship between technology and counselling. Technology acts as both a catalyst and disruptor, prompting counsellors to redefine boundaries and expand competencies. While risks such as cyberbullying and misinformation persist, technology also offers opportunities for broader outreach and more accessible counselling services (Beebe, 2020).

Keywords: Educational Counselling, Digital Technologies, Hybrid Counselling Models.