The Impact of Parental Digital Literacy on Children’s Well- being: Mediating Role of Emotional Intelligence in Kinondoni Municipality, Tanzania

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.