Abstract:

The emergence of the digital divide has created a significant gap that continues to widen with the increased use of digital technologies (DT) in society and education. This divide has direct implications for parental involvement (PI) in home-based digital learning. Families on the disadvantaged side of this divide face limited access to DT, reduced motivation to use them, lower levels of Computer Self-Efficacy (CSE), and a lack of skills to fully benefit from digital technologies in today's society. Recognising the role of PI as a crucial predictor of student outcomes, education systems and policies have acknowledged the importance of establishing partnerships with parents to bridge this divide.

This paper aims to provide an overview of the Programme to Enhance Digital Literacy (PEDL) intervention programme, outlining its components and objectives. PEDL is a targeted program designed to enhance the self-efficacy of parent's, particularly their Parental Self-Efficacy (PSE) and CSE, by building their capacity and confidence to support their children in home-based digital learning. Moreover, the program aims to enhance parents' educational capital, thereby promoting increased parental involvement and, ultimately, improving student engagement. Participants in the programme self-identify as needing to develop their confidence and competence in digital skills for educational purposes.

The paper will describe the targeted nature of the PEDL programme, specifically tailored to parents of students at risk of educational disadvantage. It will provide an outline of the programme's structure, content, and activities to illustrate how it aims to build parents' capacity and confidence in supporting student learning on Virtual Learning Environments (VLEs). By examining the PEDL programme within the broader research context of the digital divide and parental involvement, this paper aims to assess the effectiveness of the intervention and its potential to bridge the digital divide for students.

The intervention follows a design-based research approach to explore the effects of digital inequalities in access, usage, and outcomes among families. It aims to contribute to a better understanding of how parental involvement can bridge the digital divide for students. The research is guided by several sub-questions addressing the digital divide, barriers and enablers to parental involvement, existing parent-focused policies, and school-based interventions.

Additionally, this paper includes a brief literature review that examines key factors related to the digital divide, including its contribution to the evolving narrative surrounding digital inclusion. It also explores the concept of self-efficacy and its relationship with parental involvement. Lastly, it provides an overview of existing school-based parent intervention programmes aimed at enhancing parents' self-efficacy.

Keywords:

Parental Self-Efficacy, Computer Self-Efficacy, Digital Inclusion, Intervention Programme.