Challenges and Strategies of Parent–Child Communication in the Digital Age: An Empirical Study Based on Social Media Use

Abstract

With the rapid proliferation of internet technology, mobile devices and social media, the ways in which parents and children communicate have undergone profound changes in the digital age. Social media offers family members real‑time interaction platforms, but also brings issues such as information overload, distraction of attention and privacy concerns. Based on an integrated theoretical framework drawing from education, psychology and sociology, this paper employs questionnaires, interviews and statistical analysis to explore the challenges posed by social media use to parent–child communication and the corresponding strategies. The study finds that (1) although the overall frequency of parent–child communication has increased in digital contexts, the depth of interaction has decreased, manifesting in more information exchange but less emotional connection; (2) parental educational philosophies, media literacy and rules governing social media use significantly affect the quality of parent–child relationships; (3) unequal use of educational resources on social media intensifies educational anxiety, and parental anxiety is significantly positively correlated with parent–child conflict; and (4) joint participation, setting rules and improving media literacy are effective strategies for mitigating communication difficulties in the digital age. On this basis, the paper proposes establishing a “digital co‑education” model, improving educational support systems and strengthening digital ethics education, with the aim of providing guidance for family education practice and optimization of parent–child relationships in the new era.