THE ROLE AND CONCERNS OF PARENTS İN THE DİGİTALİZATİON PROCESS OF EDUCATİON

Globalization and technological advancements have become key dynamics that compel individuals to transform in nearly every aspect of life. These changes have rapidly spread across various sectors, including healthcare, banking, public administration, and social life, deeply affecting the way individuals live. Among the fields most affected by this digital transformation is education. Particularly with the COVID-19 pandemic, digital learning environments have become an inevitable necessity (Bozkurt & Sharma, 2020). The online and hybrid education models adopted during the pandemic did not vanish after its conclusion; instead, they became integrated into existing systems, forming a permanent learning modality. From early childhood education to lifelong learning, digital content has become prevalent across all levels of education (Bozkurt & Sharma, 2020). This wealth of content and diversified educational tools offer learners opportunities to make choices during the learning process, select materials tailored to their individual needs, and shape their own learning trajectories. As a result, learners become more intrinsically motivated and take greater responsibility for their own learning (Gonzalez-DeHass et al., 2022). However, the effectiveness and sustainability of digitalized learning environments require the support of a conducive external environment (Szabó et al., 2024). In this context, not only teachers but also parents are expected to actively participate in the process through school-family collaboration, enhance their digital literacy, and provide guidance to children in navigating digital learning spaces (Kong, 2018). This transformation, in addition to introducing new responsibilities, also brings technology-based concerns (Aslan et al., 2024).