LEARNING ACROSS TWO WORLDS: A SYSTEMATIC REVIEW OF HOW PARENTAL INVOLVEMENT SHAPES DIGITAL LITERACY IN SCHOOL AND HOME ENVIRONMENTS

The systematic review examined whether parental involvement at home and school levels contributed to the attainment of digital literacy in children. It focused on understanding the role of parents in shaping digital learning outcomes amid a growing technology-assisted education system. The review analyzed 15 qualitative studies, following the PRISMA 2020 guidelines. Relevant research was sourced from five academic databases and screened using predetermined inclusion and exclusion criteria. This review provides full detail on the number of reviewers involved at each stage or measures of inter-rater reliability, which could enhance methodological transparency. Data were extracted and appraised using a structured template and the Joanna Briggs Institute tools to assess methodological quality. The findings showed that parental digital competence was crucial for providing long-term and consistent support, while a lack of digital literacy often led to disengagement. Socio-economic and cultural barriers such as limited access to devices, unstable internet connections, and language challenge further restricted parental participation. School-parent communication improved through digital training workshops. The study concluded that bridging the digital divide required inclusive, community-focused policies and equitable access to digital tools, supported by strong home-school partnerships.