WHEN PHONES BECOME TEACHERS: PARENTS’ EXPERIENCES OF RELYING ON SMARTPHONES TO SUPPORT HOMEWORK IN RESOURCE-LIMITED SCHOOLS

Abstract

In Pakistan, particularly in resource-limited areas, parents often face challenges in supporting their children’s homework due to shortages of textbooks, limited access to qualified teachers, and minimal instructional materials. In Chakdara, District Dir Lower, smartphones have emerged as informal educational tools, enabling parents to bridge these gaps. This study aimed to explore how parents use smartphones to support homework, the challenges and opportunities they encounter, and the impacts of such support on children’s learning. A qualitative research design was employed, with 25-30 parents of school-going children from grades 1-10 participating in semi-structured interviews. Data were analyzed using thematic analysis following Braun and Clarke’s approach, and coding was guided by participants’ responses. Findings revealed that smartphones function as essential learning resources, online guides, and tools for co-learning, allowing parents to actively engage in their children’s education. Challenges identified included limited digital literacy, connectivity issues, and the risk of children’s over-reliance on devices, while opportunities included improved parental knowledge, enhanced engagement, and strengthened parent-child relationships. The study concludes that smartphone-assisted homework support can transform household learning dynamics in resource-limited settings. Recommendations include parental training in digital literacy, structured guidance to balance device use, improved access to connectivity, and school-facilitated digital resources to maximize educational benefits.