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Purpose This article analyzes the influence of digital communication between school administration and parents on student engagement in learning activities. This study examines the impact of digital contacts on educational outcomes in various cultural contexts and discusses the advantages and context-specific challenges of these communication methods. Design/methodology/approach This study follows a particular and replicable protocol of the review working (searches, databases, query strings, inclusion and exclusion criteria, multi-reviewer screening process and quality appraisal) and employs a semi-systematic approach with a systematic search and screening process in addition to narrative synthesis for the review of digital communication between the school administration and parents. Findings The study reveals that digital communication leads to many educational interactions, such as increased parental involvement and monitoring of student progress. Additionally, it has a substantial impact on academic self-efficacy, positively influencing student commitment. Nevertheless, the efficacy of the approach has been hindered by socioeconomic status, cultural norms and the digital divide, which have served as obstacles to widespread adoption. Practical implications This analysis offers valuable insights that can assist educators and policymakers in formulating digital communication methods that cater to the distinct requirements of students and parents from various cultural and socio-economic backgrounds. The focus is on identifying and promoting the elimination of obstacles that continue to exist in digital communication to provide equal educational opportunities. Originality/value This research makes a valuable contribution to the existing literature by presenting a thorough worldwide investigation of how digital communication between instructors and parents can impact educational achievements. It highlights the nuanced influence of cultural and socio-economic aspects on the efficacy of digital communication in education, which highlights global disparities and the possibilities of inequities in digital school–parent interactions. It also addresses diverse perspectives, notably with under-represented regions through the application of communication principles and technology adoption theories.
Asad et al. (Fri,) studied this question.