Abstract:

This narrative literature review explores the interrelationship between digital exclusion, self-efficacy, and Parental Involvement (PI) in the context of home-based digital learning within European and Irish educational settings. The review critically examines extant literature, identifies gaps in knowledge, and proposes considerations for schools to increase PI in children's digital learning through Digital Technology (DT) based initiatives.
The problem addressed in this review pertains to the concept of digital exclusion, which stems from the theory of the digital divide and its consequent impact on parental involvement (PI) in children's digital learning. While the integration of DT in education has accelerated, a significant portion of parents and families face digital exclusion due to various socio-cultural, socio-demographic, and socio-economic factors. This review seeks to understand the consequences of digital exclusion, particularly on Parental Self-Efficacy (PSE) (Wittkowski et al., 2017), Computer Self-Efficacy (CSE) (Compeau & Higgins, 1995), and their influence on PI, which is crucial for student engagement and outcomes.
Accordingly, this paper addresses the following research questions: How does digital exclusion influence PSE and CSE, and subsequently affect PI in their children's home-based digital learning? What initiatives and approaches can foster digital inclusion and support increased PI in children's digital learning?
The review employs a comprehensive search for pertinent literature, followed by rigorous critical appraisal and synthesis of identified studies. The review incorporates a diverse range of perspectives, drawing on research conducted within International, European and Irish contexts. A reflexive approach is taken to critically examine the limitations of existing literature and identify gaps in knowledge. This approach allows for a coherent and nuanced understanding of the interrelationships between digital exclusion, self-efficacy, and PI. The primary data sources for this review are scholarly articles, research studies, and policy documents related to digital exclusion, digital inclusion, self-efficacy, and PI in education. The theoretical framework encompasses the concepts of social cognitive theory (Bandura, 1986), digital exclusion (Van Dijk, 2005; Helsper, 2012), and the parental involvement process model (Hoover Dempsey et al., 2005).
This narrative literature review contributes to the theoretical understanding of digital inclusion, self-efficacy, and PI within educational settings. It explores initiatives focused on fostering digital inclusion and PI though school-based interventions while acknowledging existing barriers. The findings will provide insights into the complex relationship between digital technologies, parental involvement, and educational outcomes. The results and recommendations will inform practitioners, policymakers, and educators on strategies to foster digital inclusion the digital divide and foster an inclusive approach to DT-based education.

Keywords:

Digital Inclusion, Digital Exclusion, Parental Involvement, Intervention Programmes.