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In a refugee community in Lebanon, this phenomenological study examined parents’ and caregivers’ roles in supporting out-of-school Syrian children through distance learning for early childhood education and basic literacy and numeracy. Sixty-eight participants joined seven focus groups. Findings show obstacles from unstable internet and limited digital devices, and the process depends strongly on caregivers’ logistic and pedagogical readiness, strengthened through external support.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/parental-involvement-in-nonformal-distance-education-experiences-from-lebanon/593138/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/parental-involvement-in-nonformal-distance-education-experiences-from-lebanon/593138.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What was the focus of the study in Lebanon?","Question",{"text":112,"@type":113},"The study examined parents’ or caregivers’ roles and challenges in facilitating distance learning for out-of-school Syrian children during the pandemic.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted and how many participants took part?",{"text":117,"@type":113},"It used a phenomenological design with seven focus group discussions involving a total of 68 parents and caregivers.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors most hinder distance learning according to the findings?",{"text":121,"@type":113},"Lack of a stable internet connection and insufficient minimum levels of digital devices significantly hampered distance learning.",{"name":123,"@type":110,"acceptedAnswer":124},"How can external support improve learning outcomes?",{"text":125,"@type":113},"Support from schools or civil society organizations can strengthen caregivers’ readiness and positively influence children’s learning outcomes.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},593138,1792189324,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Parental Involvement in Nonformal Distance Education: Experiences from Lebanon  \nMauro Giacomazzi, Filippo Porcari, Nathalie Awada, Alice Boffi  \nAbstract: The pandemic has abruptly compelled education systems to change and adapt to a new situation. Across different communities and contexts, the sudden and unplanned transition to distance learning induced by the pandemic has generated many challenges, but has simultaneously offered several opportunities. One of its most widely appreciated effects is the increased involvement of families in the school system. This study was conducted in a refugee community in Lebanon, addressing the needs of out-of-school Syrian children through a distance learning programme for early childhood education and basic literacy and numeracy. Through a phenomenological design, this study investigates the parents’ or caregivers’ role and the challenges they faced in facilitating the process of distance learning during the pandemic period. A total of 68 parents and caregivers participated in 07 focus group discussions. According to the findings, distance learning can be significantly hampered by the lack of astable internet connection and a minimum level of digital devices. At the same time, the effectiveness of the process can be greatly affected by the caregivers’ logistic and pedagogical readiness to support their children while they were enrolled in a distance learning programme. External support from schools or civil society organisations can improve the caregivers’ readiness and positively affect the children’s learning outcomes.  \nKeywords: parental engagement , online distance education , early childhood , COVID-19 , Lebanon  \nHighlights  \nWhat is already known about this topic:  \n• Distance learning experiences have provided new opportunities for overcoming geographical or physical distance and have made asynchronous learning possible.  \n• Parents are often unprepared for distance education, yet a lack of support from parents has a negative impact on students’ attendance and achievement.  \nWhat this paper contributes:  \n• Parental self-perception was considered key to obtaining learners’ participation in the distance learning programmes.  \n• Elements of pedagogical readiness and time to devote to tutoring their children at home appeared to be extremely relevant for the participants.  \n• Parents and caregivers strongly emphasised beliefs about their own efficacy as an important factor of involvement and success in the home learning experience.  \nImplications for theory, practice and/or policy:  \n• Incorporate parental views and perspectives in nonformal distance education interventions through participatory design, monitoring, and evaluation.  \n• Support the network between children, families, and teachers to sustain formal or nonformal distance education.  \n• Allocate additional resources to increase parents’ logistical and pedagogical readiness to participate in nonformal distance education interventions in crisis contexts.  \nIntroduction  \nThe COVID-19 outbreak has revealed the weakness of most countries’ economic, political, and social systems (Bozkurt et al. , 2022; Cano-Hila & Argemí-Baldich, 2021) . The education world was especially hard-hit due to the closure of most schools, which has led to greater inequalities between children from lower-income and higher-income families , learning losses, increased dropout rates, and school failures (Van Lancker & Parolin, 2020) . The World Bank predicted a tremendous long-term cost in terms of human capital and the likely reversal of decades of progress (World Bank, 2020) .  \nThe pandemic abruptly compelled education systems to change and adapt to the new situation (Bozkurt et al. , 2022; Zawacki-Richter & Bozkurt, 2022) . In most countries—including those experiencing crisis and emergency conditions—the traditional way of conceiving education as a face-to-face activity is no longer an option, and educators have been required to make full or parti","cbCaiiNzyFDCpAdv","https://ap.wps.com/l/cbCaiiNzyFDCpAdv","pdf",645003,"English","# Abstract\n# Highlights\n## What is already known about this topic\n## What this paper contributes\n## Implications for theory, practice and/or policy\n# Introduction","[{\"question\":\"What was the focus of the study in Lebanon?\",\"answer\":\"The study examined parents’ or caregivers’ roles and challenges in facilitating distance learning for out-of-school Syrian children during the pandemic.\"},{\"question\":\"How was the research conducted and how many participants took part?\",\"answer\":\"It used a phenomenological design with seven focus group discussions involving a total of 68 parents and caregivers.\"},{\"question\":\"What factors most hinder distance learning according to the findings?\",\"answer\":\"Lack of a stable internet connection and insufficient minimum levels of digital devices significantly hampered distance learning.\"},{\"question\":\"How can external support improve learning outcomes?\",\"answer\":\"Support from schools or civil society organizations can strengthen caregivers’ readiness and positively influence children’s learning outcomes.\"}]","Parental Involvement in Nonformal Distance Education - Experiences from Lebanon | PDF",1792076670,48]