A Study on the Perception of School Education Among Elementary School Parents Born in the 1970s and 1980s

Objectives This study aims to explore the experiences and perceptions of modern generations of parents regarding school education, with the goal of understanding these groups and deriving implications for enhancing parental participation in school activities. Methods The study involved conducting group interviews with a total of 10 elementary school parents born in the 1970s and 1980s. The interview data were analyzed using thematic analysis, following the steps of open coding, theme identification, and higher-level theme development. Results First, the parents recognized a shift from the past, where school education was characterized by strict discipline, to a current environment focused on freedom, enjoyment, and activity-based learning. They also noted a transition from a supply-driven to a demand-driven school atmosphere, along with a significant decrease in the number of students per class. Second, while some parents expressed a lack of specific expectations for their children's elementary education, many anticipated that schools would serve as spaces providing ‘educationally meaningful and safe care.’ Additionally, there was a noticeable emphasis on the social development of their children over academic achievement. Third, the ideal school education envisioned by parents is one where students learn to live harmoniously with others, acquire the basics of life, and internalize attitudes that help them achieve their personal goals through self-understanding. Conclusions First, compared to the past, parents place relatively less emphasis on the academic aspect of school education but maintain high expectations for ‘educationally meaningful care.’ This highlights the need to explore educational approaches that balance cognitive learning with the development of social skills. Second, the parental aspirations for their children's education―such as learning to live harmoniously with others and understanding themselves―should not be confined to school settings but should be supported through collaboration with families and the broader community. Therefore, it is essential to strengthen practical, experience-based parental education, enabling parents to cooperate with schools more effectively in supporting their children's growth and development.