Adaptation to digital parenting in a pandemic: A case study of parents within higher education

Abstract

Background: Using digital tools with children during the pandemic has positive and negative impacts. However, we must investigate how parents with higher education qualifications best apply digital parenting.

Aim: The aim of this article was to explore the practice of digital parenting with parents with higher education backgrounds, the digital tools used and the parents’ motivation during the pandemic.

Setting: This research was conducted with parents who work as university lecturers in Banjarmasin, South Kalimantan, Indonesia.

Methods: This study involved 27 lecturers with children in early childhood education. Data were collected using structured interview techniques and analysed using presentation, reduction and verification techniques. The validity of the data was ensured through the triangulation of sources and the extension of the research time.

Results: The results show that applying restrictive mediation through various regulations in using smartphones coupled with authoritative parenting is the leading choice for parents. During the pandemic, parents give children more freedom and time to use smartphones; therefore, they have to adjust their parenting patterns to counteract the negative impacts caused by these digital devices. However, the lack of parenting support, many work schedules and limited interaction time with children can affect this parenting style.

Conclusion: Parents can implement a successful digital parenting transition during a pandemic. Support, motivation, communication, supervision, rules and restrictions imposed on children to continue to use smartphones according to their age are important factors to ensure parenting success in the digital era.