PEDAGOGICAL AND PSYCHOLOGICAL ASPECTS OF PARENTAL PARTICIPATION IN DISTANCE LEARNING

Abstract

In the modern world, distance learning is becoming more and more relevant, and therefore the role of parents in this process is undergoing significant changes. This article presents a detailed analysis of the pedagogical and psychological aspects of parental participation in distance learning. The authors rely on an in-depth analysis of scientific literature, the results of a comprehensive empirical study, correlation and qualitative analyses. This allows to characterize the variety of forms and intensity of parental involvement, its impact on the educational and psycho-emotional results of students. The article identifies the key factors determining the effectiveness of parental participation, i.e. level of technological literacy of parents, their psycho-emotional state, the quality of interaction with teachers, access to the necessary resources and tools for learning. Each of these aspects is considered in the context of its impact on the quality and effectiveness of distance learning. The authors present specific recommendations aimed at optimizing parental participation. They include strategies to improve parents' technological literacy, psychological support mechanisms, improving communication channels between all participants in the educational process and methods of adapting teaching materials. In general, the study is a contribution to a deep understanding of parental involvement in the context of distance education. It provides practical recommendations for educators, parents and education policy makers, helping to form effective strategies and approaches to maximize the educational and psycho-emotional outcomes of students in distance learning.