Educational Authority in Digitally Mediated Filipino Transnational Families: Smartphones, Parenting, and Children's Learning Across Households

ABSTRACT Objective This study examines how smartphones reshape educational authority and everyday family education in Filipino transnational households affected by parental migration. Background Overseas labor migration distributes educational responsibility across parents, local caregivers, and digital platforms. Less is known about how smartphone‐mediated supervision enables parental involvement while expanding children's agency and constraining caregivers' oversight. Methods This qualitative study drew on a nonprobability ethnographic sample of 11 children aged 8–16 years (6 girls and 5 boys) in transnational households in Pampanga and Iloilo; most lived with grandparents or other relatives while one or both parents worked overseas. Child focus groups, semi‐structured interviews with children, caregivers, and available overseas parents, and repeated household observations were analyzed using constructivist grounded theory. Results Smartphones enabled digital co‐presence, homework checking, school communication, and access to learning resources. However, overlapping educational and recreational uses produced negotiated access, partial supervision, and unevenly distributed authority among parents, caregivers, children, and platforms. Conclusion Smartphones did not eliminate parental authority; they reorganized it as distributed, episodic, and infrastructurally mediated. Implications or Recommendations Family programs should strengthen caregivers' digital literacy, promote shared rules across households, and support developmentally appropriate smartphone‐based learning.