Abstract:
Parental digital literacy in the information age has also emerged as an essential aspect of children's well-being, with
psychological, social, and emotional implications for their development. This study examines the effects of children's well-being by
parental digital literacy, with emotional intelligence (EI) as a mediator, in Kinondoni Municipality, Tanzania. Informed by Human
Capital Theory, Emotional Intelligence Theory, and Digital Literacy frameworks, the research used a cross-sectional survey design
with a multistage sample of primary school children's parents. Data were gathered from 364 respondents using structured
questionnaires and statistically examined using Partial Least Squares Structural Equation Modelling for purposes of evaluating
reliability, validity, and hypothesized relationships. Results show parental digital literacy to have a highly significant impact on
children's well-being and children's Emotional Intelligence in a positive way. Emotional intelligence, however, is a highly significant
predictor of child well-being and also mediates the association between parental digital literacy and well-being. They suggest that
technologically sophisticated parents not only create secure and nurturing online environments but also create socio-emotional
competencies for integrative child development. The study extends Human Capital Theory to digital parenting and implies
applicability and policy implications, such as parent-focused digital literacy education and emotional intelligence development in
school and family support programs. Linking digital competencies with socio-emotional progress is required in order to enhance
children's wellbeing in today's digitalised life.
