- Research Article
- 10.3389/feduc.2026.1742813
Digital tools and screen time management in early childhood education: parents’ and educators’ perspectives
- Mar 05, 2026
- Frontiers in Education
- Dalal Aldhilan + 2 more +2
Introduction This study examines the integration of digital tools in early childhood education and explores how parents and educators manage children’s screen time in urban Lahore, Pakistan. Methods A mixed-methods design was employed. Quantitative data from 30 educators and 30 parents were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Qualitative data from 20 semi-structured interviews were analyzed using thematic analysis. Results Socio-economic status (SES) (β = 0.42, p = 0.002), perceived benefits of digital tools (PBDT) (β = 0.55, p < 0.001), and frequency of digital tool usage (FDTU) (β = 0.35, p = 0.007) significantly predicted screen time management (STM), explaining 52% of its variance (R 2 = 0.52). Qualitative findings revealed themes of enhanced engagement, improved learning outcomes, socio-economic disparities, limited teacher training, and structured management strategies such as co-viewing and time limits. Discussion Digital tools are perceived as valuable educational resources but require structured, developmentally appropriate management. Socio-economic disparities and limited institutional support remain key challenges, underscoring the need for equitable access and targeted professional development.
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