Digital Parenting in Eswatini: Navigating Technology, Culture and Family in the 21st Century

Abstract

The rapid integration of digital technologies has transformed parenting globally; however, limited research has examined parental experiences within sub-Saharan African contexts. This qualitative study explored how Emaswati parents perceive and navigate raising children in the digital age, with particular attention to opportunities, risks, and cultural implications. Eswatini, a country in Southern Africa formerly known as Swaziland, provides a relevant context for examining these dynamics. Guided by Ecological Systems Theory and Parental Mediation frameworks and employing a transformative Participatory Action Learning and Action Research (PALAR) design (Zuber-Skerritt, 2018), the study engaged 25 parents from both urban and rural settings. Data were generated through semi-structured interviews and focus group discussions and analyzed using reflexive thematic analysis, supported by iterative member checking. Additionally, findings reveal that digital technology functions as a double-edged sword; while it enhances educational access and digital literacy, it also raises concerns related to excessive screen time, online safety, and potential cultural erosion. Structural inequalities in access to devices, internet connectivity, and digital skills further shape parental experiences, contributing to notable urban–rural disparities. Additionally, findings reveal that parents employ a combination of rule-based restrictions and relational strategies such as co-use and participatory learning to guide children’s digital engagement. Importantly, digital technologies can support cultural continuity through intergenerational learning and the preservation of cultural heritage. Participants highlighted the need for community-based support, contextually relevant resources, and stronger collaboration with schools and cultural institutions. Overall, the findings underscore that effective digital parenting in Eswatini requires a careful balance between educational opportunities, child safety, and cultural preservation. Recommendations include enhancing parental digital literacy, targeting infrastructural inequalities, and developing culturally grounded, community-centered interventions that empower parents while, at the same time, promoting children’s safe and meaningful engagement with technology.