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This research delved into the correlation between digital platforms and the dynamics of family-school collaboration within the context of parents with young children in Taiwan. It also examined the roles of parental involvement, teacher-child interactions, and online communication in this model. In the context of Taiwan, a research endeavor was undertaken to elucidate the viewpoints of parents with preschool-age children concerning digital platforms and their associated determinants. A Chinese-translated questionnaire included five latent factors: digital platforms, parental involvement, teacher-child interactions, online communication, and family-school partnerships. Employing a partial least-squares technique, we conducted an in-depth examination of the survey data, focusing on the evaluation of questionnaire latent factor reliability and validity within the measurement model. Subsequently, a path analysis was conducted to examine the hypothesized assumptions in the structural model. The findings indicated significant positive effects, with digital platforms enhancing parental involvement, teacher-child interactions, and online communication, ultimately leading to stronger family-school partnerships. Statistical analyses using a robust dataset consistently confirmed the significance of these associations.
Hsu et al. (Sun,) studied this question.