Aldo Gorga, Chiara Barbati, М. С. Айрапетян, Giovanni Leonardo Briganti, Erik Decio Carnevali, Francesco Cervellera, Giuseppa Granvillano, Vittorio Grieco, Francesco Leonforte, Damiano Peretti, Lorenzo Ramondetti, Lorenzo Prisciano, Eleonora Raso, Pier Paolo Russo, Giuseppe Vella, Francesco Baglivo, Caterina Rizzo, Anna Odone
Introduction: Digital transformation and artificial intelligence are reshaping public health practice, yet the extent to which the workforce is being prepared for these changes remains unclear. This mapping review aimed to characterize digital public health training initiatives targeting public health professionals in Europe. Methods: Training initiatives delivered between January 2020 and December 2025 were systematically identified across five European countries (Italy, Germany, France, Spain, United Kingdom) and major international organizations. Sources included websites, archives, and social media of public health associations, schools of public health, and health organizations. Systematic searching was complemented by direct institutional contact. Initiatives were classified by format, provider, and thematic content using domains from the ASPHER Core Curriculum framework. Results: A total of 367 training initiatives were identified. Activity increased sharply after 2022, with over half of all initiatives (56.7%) delivered in 2024-2025 alone. Conference sessions (54.5%) and webinars (22.3%) predominated, while structured courses (18.3%) and degree programmes (3.3%) were less common. Scientific associations delivered most initiatives (69.5%), with academic institutions accounting for less than one-third (30.5%). International organizations contributed to nearly one-third of all initiatives (32.4%). Thematic content focused primarily on digital tools (66.8%) and leadership for digital transformation (53.1%), whereas training on the infosphere and health misinformation was notably underrepresented (2.5%). Conclusion: Digital public health training for the European workforce is expanding rapidly but remains fragmented, dominated by short formats, and insufficiently integrated into academic curricula. Strengthening formal educational pathways and addressing content gaps will be essential to build sustainable digital competencies across the profession.