Work

A Systematic Review of the Impact of the Multilevel Digital Divide in Technology-Integrated Family–School Partnerships

Year: 2025

Type: review

Abstract: Empirical evidence indicates that family–school partnerships are linked to children’s academic success. The use of digital technology, including the Internet, computers, and communication systems, provides new opportunities to enhance family–school partnership practices. However, the increasing use of digital technology in family–school partnerships raises concerns about families with limited access to technology or digital skills. This systematic review examined the impact of the digital divide on technology-integrated family–school partnership practices by analyzing 10 high-quality studies. Results indicated that the multilevel digital divide presents multiple challenges for parents. In particular, the second-level digital divide, which relates to skills and usage gaps, limits the benefits of technology-integrated family–school partnerships for many parents. To address this, schools must consider parents’ socioeconomic status, provide the necessary information, and support training for effective technology-integrated partnerships.

Source: Review of Educational Research

DOI: 10.3102/00346543251400771

Authors: Md Badiuzzaman, Jung-Sook Lee, Therese M. Cumming

Institution: UNSW Sydney

Language: English

Topic: Parental Involvement in Education

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Reduced inequalities, Quality education

Open Access status: hybrid

Estimated APC paid: $2,500