Home Digital Literacy Practices Among Saudi Children Aged 6–12: A Mixed-Methods Study

Children’s capacity to participate safely, critically, and creatively in digital environments is increasingly important for inclusive and sustainable education. However, educational policies and digital learning initiatives often overlook the home as a significant site of digital literacy development, particularly in non-Western contexts. This study examined Saudi children’s digital media practices at home, age-related differences in these practices and parental mediation, and the benefits and challenges perceived by children and parents. Informed by New Literacy Studies, a concurrent mixed-methods design combined a survey of 1333 parent–child pairs and four focus groups involving 12 children aged 9–12 and 11 mothers of children aged 6–8. Findings were interpreted through Pegrum et al.’s four digital literacy domains: communicating, informing, collaborating, and (re)designing. Compared with younger children, older children reported broader, more independent, and more socially oriented digital practices. Parents of older children reported greater emphasis on monitoring and supporting self-regulation. Participants identified benefits related to language learning, skill development, creativity, and social connection, alongside concerns about screen time, harmful content, advertising, and attention. The findings highlight the need for culturally responsive policies and coordinated support among families, schools, policymakers, and platforms to advance equitable, safe, and sustainable digital education.