Rapid advancements in technology have led to digital technologies playing an increasingly prominent role in education. The ensuing digital transformation of education presents significant challenges for families at risk of digital exclusion. This paper examines the interrelationships between digital exclusion and parental involvement by drawing on key concepts from seminal theories including Ecological Systems Theory (Bronfenbrenner, 1979), Social and Cultural Reproduction Theory (Bourdieu, 1977), Social Cognitive Theory (Bandura, 1986), and their cross-pollination with contemporary analytical models including the Parental Involvement Process Model (Hoover-Dempsey & Sandler, 1995, 1997) and the Corresponding Fields Model for the Links Between Social Exclusion and Digital Exclusion (Helsper, 2012). Emerging from this analysis, the authors propose a conceptual model offering a comprehensive lens through which to understand the intricate relationship between digital exclusion and parental involvement in children’s home-based digital learning. By examining this nexus, the model sheds light on the factors contributing to digital exclusion and the subsequent disparities in levels of parental involvement in children’s digital learning.

Furthermore, this contribution presents the findings of a small-scale qualitative study on the Programme to Enhance Digital Literacy (PEDL) intervention programme, which aims to promote digital inclusion through shaping Digital Parenting Self-Efficacy (DPSE) (Huang et al., 2018).

Accordingly, this contribution seeks to address the following research questions: How does digital exclusion influence PI in their children's home-based digital learning? How can the PEDL intervention shape DPSE and foster greater partnership between school and families?

This contribution employs a comprehensive search for pertinent literature, followed by critical appraisal and synthesis of identified studies. The paper incorporates a diverse range of perspectives, drawing on research conducted within International and European. 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 the development of the model are extant parental involvement frameworks, scholarly articles, research studies, and policy documents related to digital exclusion, digital inclusion, self-efficacy, and PI in education. A small scale qualitative study was carried out to explore the perspectives and experiences of parents who participated in a pilot phase of the PEDL programme. Parents who participated in the pilot phase of the PEDL programme were invited to participate in semi-structured group interviews. 15 post-primary schools in Ireland piloted the programme and an invitation was extended to all who participated. Group and individual interviews were conducted took place to accommodate the participant at a suitable time. Interviews were conducted online via a secure Zoom meeting. The interviews were recorded and the audio was transcribed verbatim. Analysis of the interviews was conducted using Braun & Clarke’s (2006) six phases of Reflexive Thematic Analysis (RTA). RTA provides a framework for data engagement, coding and theme development. The analysis employed both an inductive and a deductive approach. This dual approach acknowledges “the active role of the researcher in theme creation and the provisionality of themes when first developed” (Braun & Clarke, 2023, p. 344).

This contribution significantly advances the theoretical understanding of digital inclusion, self-efficacy, and parental involvement (PI) within educational settings. The proposed conceptual model serves as a roadmap, guiding the design of an evidence-informed intervention. The contribution also provides a comprehensive overview of one such intervention, the Programme to Enhance Digital Literacy (PEDL), detailing its structure, content, and activities. Additionally, findings from a qualitative pilot study will be presented underscore the positive impact of PEDL, revealing increased participant self-efficacy in using DT. Beyond anticipated outcomes, participants reported unforeseen benefits, including a heightened sense of community. Positioned within the broader context of digital inclusion and PI, PEDL emerges as a creative and innovative response to the challenges posed by digital exclusion.

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