Systematic literature review on parental involvement in digital education

Abstract

Digital tools suitable for enriching education can benefit, hinder the teaching-learning process. The students instead of paying attention to the lesson, are constantly trying to engage it with their smart devices. To be able to understand the reasons for students' behavior, an educational sociology approach to digital education is essential. Teachers and parents experience difficulties, challenges in digital education. Children encounter and use digital devices at a very early stage. Digital education raises questions to this day, to which the COVID-19 epidemic also contributed, primarily focused the school challenges and practices of digital education. During our systematic literature analysis (EBSCO database), using the PRISMA model, we focused on parental practices and effectiveness in research dealing with digital education within the family. After the multi-stage screening, we examined 12 studies. It emerged that parents, despite their concerns, often use digital devices as childcare providers and often feel powerless in digital education.