Today it is generally known that digital tools suitable for enriching education can benefit and hinder teaching-learning. To understand the reasons behind students' behavior, one must take an ecological approach to digital education. It would be misleading to think that only teachers experience difficulties; Digital education raises many questions and is the subject of constant debate, to which the COVID-19 pandemic has contributed significantly. In our systematic literature review, using the PRISMA model, we aimed to explore parental techniques and the degree of parental efficiency revealed by the literature on the digital education of children in families. After the multi-step screening, we finally examined 12 studies. The findings suggest that parents in digital education, acting as mediators, can be classified into groups fearing the consequences of digital tools, experiencing knowledge gaps, with an intersection of both apparent in literature. Parents express a need for support and assistance in digital education.