THE POTENTIAL OF DIGITAL TECHNOLOGIES TO BUILD EFFECTIVE PARTNERSHIPS BETWEEN TEACHERS AND PARENTS

Aim: To explore the potential of digital technologies in supporting effective, ethical, and sustainable partnerships between teachers and parents. Methodology. The study employs a qualitative approach using reflexive thematic analysis within a social constructivist framework. The empirical basis includes data from 33 short-term qualification trainings conducted by the authors between January 2024 and June 2025, involving a total of 445 educational professionals across various regions and educational stages. Data were collected through observations, field notes, and professional discussions. The analysis reflects an interdisciplinary expert reflection, integrating perspectives from psychology and educational technologies. Results: Persistent challenges were identified, including emotional strain, lack of coordinated approaches, formalization and limited time. Effective individual practices were highlighted, along with five key areas for the application of digital technologies: structured communication, visual engagement, feedback, home-based support, and event organization. Barriers related to digital insecurity and lack of institutional framework are also reported. Conclusions. Digital technologies can significantly enhance teacher–parent interaction when they are pedagogically integrated, guided by ethical sensitivity, and implemented within a supportive environment. Structured training, shared models, and systemic support are essential for sustainable implementation.