Digital communication channels and the transformation of school–family relations: Parental involvement in public primary education

Abstract

Purpose: This study examines digital school–family communication in public primary education as a socio-digital process, treating communication not as simple information exchange but as a structuring force in school–family relations. 

Methods: Employing a pilot quantitative design, data were collected through a structured questionnaire administered to 109 parents from four Greek public primary schools. The study investigates communication channels, parental satisfaction, perceived utility, and the interaction between digital engagement and parental educational attainment.

Results: Findings indicate that while face-to-face communication remains the stated preference of parents, email dominates in practice and is positively associated with increased parental involvement. Parental educational attainment also emerges as a differentiating factor, with higher-educated parents showing distinct patterns of digital engagement and satisfaction - evidence consistent with a third-level digital divide.

Implications: Overall, the findings suggest that digital communication functions not merely as a technical upgrade but as a socially mediated transformation of school–family relations, with implications for equity-oriented communication policies in contemporary education.