Digital tools and screen time management in early childhood education: parents’ and educators’ perspectives

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.