Publication record
- Original publication period
- July–December 2020
- Digitized / uploaded online
- August 10, 2026
The digitization/upload date records when this file was added to the website; it is not the article's original publication date.
Abstract
Home-based learning transferred a substantial part of educational coordination into households without transferring the time, training, equipment, or authority ordinarily available in schools. This integrative review reframes parental difficulty as a coordination problem rather than a deficit in commitment. Evidence available through 2021 is organized around five connected tasks: interpreting school requirements, arranging household time and space, supporting learner effort without replacing it, maintaining contact with teachers, and protecting family well-being. The review shows why a parent can be highly involved yet unable to sustain the expected routine when work schedules, device sharing, unfamiliar content, language, or delayed feedback converge. It proposes a Household Learning Coordination model that separates the responsibilities of schools, teachers, learners, and caregivers and uses a weekly learning map, a single help route, and escalation rules for unresolved barriers. The article is a conceptual synthesis and does not estimate the prevalence of parental challenges in a specific community.