Background:
Immigrant communities in Utah face persistent barriers to education, healthcare access, and workforce entry due to language limitations, immigration status, and systemic exclusion. Community Health Worker (CHW) certification programs are a key strategy to address these disparities through culturally grounded health education and professional development. Utah State University Extension sought to expand the reach of CHW certification by adapting the program for Spanish-speaking and refugee populations with limited formal education and competing work or caregiving responsibilities.

Methods:
Between 2020 and 2023, Utah State University Extension, in partnership with the Utah Department of Health and Human Services and the Utah Community Health Worker Association (UCHWA), restructured the CHW program to include flexible, culturally inclusive delivery models. The curriculum was delivered via Zoom and supported by WhatsApp, which replaced traditional online forums to enhance accessibility, peer engagement, and real time communication. Cohorts were designed to reflect the cultural and linguistic identities of the communities served. Training topics were adapted to include trauma informed care, access to healthcare for undocumented individuals, and mental health stigma. Instruction was bilingual and paced according to the needs of working adults.

Results:
In 2023, USU Extension continued implementing a fully Spanish language CHW certification, which remains active through 2024. This cohort achieved the highest retention and graduation rates of any Extension led group. More than 100 Spanish speaking students and over 20 Native American participants have completed the program. Graduates now represent approximately 25 percent of all CHW certificates awarded in Utah. Many participants reported increased confidence, motivation to pursue further education such as TOEFL preparation and citizenship, and a strengthened sense of belonging. Several graduates are now being supported in obtaining official CHW licenses and have joined USU Extension outreach efforts.

Conclusion:
This education model demonstrates that culturally inclusive programming, when rooted in flexibility, community co-leadership, and accessible technology, can meaningfully expand access to professional training for underserved adults. The integration of WhatsApp, bilingual instruction, and tailored curriculum not only improved completion rates but also supported long term engagement in public health and education systems. This model continues to evolve as a pathway to workforce inclusion, institutional connection, and community leadership for immigrant populations in Utah.

Keywords: Adult education, immigrant learners, cultural inclusion, Community Health Workers, virtual learning, Zoom, WhatsApp, language access, educational innovation, digital equity.