<p>Patient education in oncology is increasingly treated as a care component that supports symptom self-management, treatment navigation, and family coping across the cancer trajectory. Recent evidence syntheses indicate that educational strategies remain heterogeneous, with variable implementation and evaluation, particularly in low- and middle-income settings where resource constraints shape feasibility and reach. Reviews of digital health and telehealth in cancer care suggest that technology-enabled education can extend access and reinforce guidance between encounters, although limitations related to sustainability, comparative effectiveness, and inclusion of vulnerable groups persist. eHealth literacy among cancer populations is variable and is associated with demographic and social factors, which implies that comprehension and usability cannot be assumed when education is delivered primarily through digital channels. Data from Medicare-enrolled cancer survivors further highlight that technology access and related digital divides can influence the availability and use of telehealth-linked resources. Education that is designed to be actionable, inclusive, and continuous also supports shared decision-making by improving the alignment between evidence, patient values, and real-world trade-offs that patients and families face during treatment.</p>