Abstract

This study investigates the depth and dynamics of parental involvement in children’s home-based learning during the COVID-19 pandemic, a period marked by an unprecedented disruption to traditional educational systems worldwide. The sudden closure of schools and the rapid transition to online and remote learning environments significantly altered the roles and responsibilities of parents, requiring them to actively participate in their children’s educational processes. In this context, the study aims to explore parents’ experiences, perceptions, challenges, and adaptive strategies in facilitating effective learning at home. Adopting a qualitative research design, the study relies on in-depth, semi-structured interviews conducted with a diverse group of parents representing different socio-economic, educational, and occupational backgrounds. This approach enables a comprehensive understanding of the varied dimensions of parental engagement, including academic support, supervision, technological facilitation, emotional encouragement, and communication with teachers. Thematic analysis was employed to identify recurring patterns and insights from the collected data. The findings reveal that parental involvement increased substantially during the pandemic, with parents assuming multiple roles such as facilitators, motivators, and co-educators. Many parents reported dedicating significant time to monitoring assignments, assisting with coursework, and ensuring regular participation in virtual classes. Additionally, parents played a crucial role in managing digital tools and platforms, especially in households where children lacked independent technological skills. Emotional support also emerged as a key component, as parents helped children cope with stress, isolation, and reduced social interaction. However, the study also identifies several challenges faced by parents in supporting home-based learning. These include limited digital literacy, inadequate access to reliable internet and devices, work-life imbalance, and increased psychological stress. Parents working from home or in essential services often struggled to balance professional responsibilities with their children’s educational needs. Furthermore, maintaining children’s attention, motivation, and discipline in a home environment posed significant difficulties. Despite these obstacles, many parents demonstrated resilience and adaptability by developing innovative strategies such as creating structured daily routines, utilizing supplementary learning resources, and fostering interactive learning environments. The study underscores the critical importance of parental engagement in sustaining educational continuity during crises and highlights the need for stronger collaboration between schools and families.