The advent of digital technologies has revolutionised the education environmnent and provided an approach for students with autism spectrum disorder (ASD) to develop communication, social, and cognitive skills. However, the role of digital immigrant parents—individuals who did not grow up in the digital era but have adopted technology later in life—in facilitating these opportunities to assist their ASD children remains underexplored. Therefore, this study investigates the experiences, perceptions, and strategies of digital immigrant parents in supporting the learning process of students with ASD through digital technologies. In order to conduct this study, there are three research questions that have been used as a guide, namely: (1) What are the perceived barriers and facilitators that digital immigrant parents experience in using technology for their children's education? (2) What is the relationship between parents' technology skills and attitudes to their children’s learning outcomes? (3) How do digital immigrant parents perceive the impact of digital technology on the development of their children with ASD?. The study also examines the intersectionality of ASD, digital technologies, and parental roles, recognising that digital immigrant parents often face unique challenges and opportunities. While digital natives seamlessly integrate technology into their daily lives, digital immigrants often grapple with a steep learning curve and feelings of inadequacy (Pogue, 2019). For parents of students with ASD, these challenges are further compounded by the need to tailor technological tools to address specific developmental needs, such as enhancing communication through augmentative and alternative communication (AAC) devices or fostering emotional regulation via specialised apps (Aftab & Qadir, 2024). The objectives of this study are to: (1) provide an in-depth understanding of the barriers and facilitators that digital immigrant parents encounter in the context of ASD education; (2) explore the link between parental technology skills and students’s developmental outcomes; and (3) offer actionable insights for developing supportive resources and interventions tailored to this demographic. The study’s findings aim to fill a gap in existing literature by illuminating the lived experiences of digital immigrant parents, thereby contributing to more inclusive educational practices and policies. The sociocultural theoretical framework has been adapted to further strengthen the interplay between technological tools, individual behavior, and social contexts in shaping learning experiences. Lev Vygotsky, who introduced the Zone of Proximal Development (ZPD) highlights that a student can perform with the help of a more knowledgeable person, such as a teacher, peer, or mentor (Chaiklin, 2003). This shows that the role and knowledge of parents are important in using digital technologies to support the cognitive and social growth of students with ASD (Shabani et al. 2010). Additionally, the Unified Theory of Acceptance and Use of Technology (UTAUT) provides a framework for understanding what drives parents to adopt new technologies, taking into account aspects such as the expected benefits, ease of use, and the impact of social factors (Williams et al., 2015). This dual framework highlights the multifaceted nature of digital technology as both a mediator of learning and a subject of user interaction, particularly for parents with limited technological fluency (Brent, 2019). 

This qualitative study employs semi-structured interviews to capture the nuanced experiences and perspectives of digital immigrant parents of students with ASD. Semi-structured interviews were chosen for their flexibility, allowing the researcher to probe deeply into participants' experiences while adhering to the study's overarching objectives. The participants consist of 20 digital immigrant parents, purposefully sampled to ensure diversity in socioeconomic background, education level, and access to technology. Inclusion criteria include: (1) being a parent of a child diagnosed with ASD; (2) identifying as a digital immigrant (born before widespread adoption of digital technologies); and (3) actively engaging in their child’s education using digital tools. The interview protocol is designed around the study's three research questions. For the first question, parents are asked about their experiences navigating barriers such as lack of technical knowledge, cost of devices, or inadequate support from teachers. Simultaneously, facilitators, including parental resourcefulness, community networks, and adaptive tools, are explored. The second set of questions focuses on the interplay between parents’ technology skills, their attitudes towards technology, and observable outcomes in their children’s learning. For instance, parents are encouraged to share anecdotes demonstrating how their proficiency or challenges in using technology influence their children’s ability to use apps for learning or communication. The third question delves into parents' perceptions of technology's broader impact on their children’s development, encompassing cognitive, social, and emotional dimensions. Interviews are conducted via videoconferencing platforms or in person, depending on participant preference, and each session lasts approximately 60 minutes . Thematic analysis is employed to analyse the data, with the process involving transcription, coding, and the identification of recurring patterns. An inductive approach is taken to ensure that themes emerge organically from the data, while a deductive lens grounded in the theoretical frameworks provides additional structure. Ethical considerations include informed consent, ensuring participant anonymity, and the provision of resources to address potential emotional discomfort arising during discussions of challenges. The study also incorporates member checking to enhance validity, whereby participants review summarized findings to confirm their accuracy and relevance.

This study anticipates several key findings. First, it is expected that digital immigrant parents will report a complex interplay of barriers and facilitators in their use of technology for their child's education. Barriers are likely to include limited technical knowledge, financial constraints, and the challenge of identifying ASD-specific digital resources. Facilitators may encompass community support, accessible training programs, and adaptable technological solutions that cater to students’s unique needs. Second, the study expects to uncover a significant relationship between parents’ technology skills and their students’s developmental outcomes. Parents with higher proficiency and positive attitudes towards technology may demonstrate greater success in integrating digital tools into their students’s routines, resulting in improved communication, social interaction, and academic performance. Conversely, low technology literacy or negative attitudes might act as impediments, highlighting the need for targeted support. Third, it is anticipated that parents will perceive digital technology as a double-edged sword. On the one hand, they may recognise its transformative potential in fostering their students’s learning and development. Nevertheless, concerns regarding screen time, dependency, and the potential for inappropriate content are expected to emerge . These insights will underscore the need for balanced and well-informed approaches to technology integration. Overall, this research endeavours to improve the understanding of technology, ASD, and education through the perspectives of digital immigrant parents. This will help educators, policymakers, and developers of digital tools follow the findings in order to operate in support of inclusion for students with ASD.

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