NAVIGATING THE DIGITAL AGE: A SYSTEMATIC REVIEW OF HOW DIGITAL PARENTING IS STUDIED AND CONCEPTUALISED
NAVIGATING THE DIGITAL AGE: A SYSTEMATIC REVIEW OF HOW DIGITAL PARENTING IS STUDIED AND CONCEPTUALISED

Summary/Abstract: In an era increasingly shaped by digital technologies, understanding how parents navigate their roles in digitally mediated environments has become a critical area of inquiry (Benedetto et al., 2020; Modecki et al., 2022) Digital parenting, as a multidimensional construct influenced by technological, educational, and socio-cultural factors, has garnered growing scholarly attention (Livingstone et al., 2015; Mascheroni et al., 2018). This study aims to systematically examine how digital parenting is conceptualized in recent academic literature (2020–2024) and to map the methodological approaches that characterize this emerging field. To address these aims, a systematic review was conducted in accordance with the PRISMA 2020 guidelines. The literature search was performed using the Web of Science database, resulting in the selection of 19 studies that were subjected to full-text analysis. Content analysis, supported by AI-assisted coding tools (Edwards et al., 2020) was employed to identify patterns in conceptual frameworks and methodological practices. Findings reveal that digital parenting is a complex, context-sensitive practice that requires adaptive approaches, shaped by individual, relational, and cultural factors and informed by diverse methodological perspectives. Theoretically, the study deepens the understanding of digital parenting by emphasizing relational dynamics and socio-cultural influences as core components of its conceptualization. Practically, the findings highlight the need for educational programs that enhance digital literacy, emotional attunement, and adaptive mediation among parents.

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