This article examines parents’ lived experiences concerning their secondary and senior secondary school children during the COVID-19 pandemic in India. Employing the Interpretative Phenomenological Analysis (IPA) approach, the study highlights parental involvement in mitigating the challenges of remote learning. Findings reveal that parents’ involvement was pivotal in addressing technological and educational challenges, with disparities evident between rural and urban households. The primary reasons for the pronounced and widened educational access gap between children from rural and urban regions included challenges in arranging technological tools and differences in parental awareness concerning online education. Based on the findings, we propose a Parental Involvement Matrix (PIM) that categorizes parental roles based on their engagement in problem identification and resolution. Parents reported that online learning strengthened children’s technical skills and self-reliance but highlighted issues such as reduced teacher-student interaction and increased screen time. Finally, the parents emphasized the importance of physical learning environments in cultivating holistic educational experiences.
Rajverma et al. (Fri,) studied this question.
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