Digital Professional Practice, Digital Competences and Impact on Family Support Services

ABSTRACT Digital‐mediated practices in public social services require new strategies for administration, communication, assessment and intervention. Within this field, research framed under UNESCO's (2020) Media and Information Literacy model—examining digital media management and digital competence in information management, communication, digital content creation, online safety and problem‐solving—remains scarce. This study explores how the variability of digital media management profiles relates to the levels of digital competence and the perceived impact on professional practice and family outcomes. Participants were 103 practitioners from public social services for family support, who completed an online survey. Using a person‐centred approach, four digital media management profiles were identified: Novice Users (11.7%), Diversified Users (32%), Instant Communication Users (32%) and Information‐Seeking Users (24.3%). Members of Clusters 2 and 4 demonstrated higher proficiency in safety measures, digital content creation and technical problem‐solving skills. They also reported that online support had a positive impact on family well‐being, satisfaction with services and parental autonomy. These results underscore the need for targeted training to effectively integrate digital media and develop advanced digital competences. Both elements should be considered as quality standards and best practices, promoting more effective, responsible and adaptable approaches to support families' autonomy in an increasingly digital world.