The Role of Digital Literacy in Strengthening Parental Participation in Schooling

Abstract

This study explored how digital literacy could enable 21st-century parents to actively participate in the education of their children and contribute significantly to improved learner performance in secondary schools, especially in a rural context. Guided by Epstein’s Framework of Six Types of Parental Involvement, the study investigates how teachers’ role of parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community, can be enhanced by modern forms of digital communications. A qualitative methodology was employed using a case study design. Data was collected using semi-structured interviews with parents, teachers and grade 12 learners across the secondary case study. Thematic analysis revealed that digital applications such as WhatsApp groups and school portals are increasingly central to school home communication, decision making and collaboration. Parents with access to digital tools and applications, as well as digital competencies, were more able to monitor academic progress and assist with learners’ assignments. However persistent barriers such as limited digital literacy, poor connectivity and work life pressures hinder many parents’ ability to participate digitally and effectively in their children’s education. The study extends the discourse on parental involvement by showing how digital platforms simultaneously enhance and limit engagement. The study further demonstrated the relevance of Epstein’s Framework of Six Types of Parental Involvement in the 21st-century, and how best the six types of parental involvement can be digitally mediated by digital tools and applications. Hence, there is a need for targeted efforts to improve parents’ digital skills and access to communication tools to enhance parental involvement in the education of their children.