The importance of developing digital skills for work and school is widely acknowledged. Digital technologies enhance data access and social status, transforming communication, information access, navigation, and problem-solving. Digital literacy encompasses various skills, including social media use, content creation, and cybersecurity awareness. Training in digital skills helps individuals identify relevant resources. The widespread use of digital technologies impacts social life and provides opportunities for higher education to innovate and disseminate knowledge. Previous research highlights the impact of information technology on communication and collaboration, enabling widespread interaction and content sharing. Studies have also shown the impact of online resources on parents' confidence in parenting and understanding of child development, especially for families managing children with chronic diseases. Economically and environmentally, digital learning provides material possibilities and opportunities for exporting educational resources. The COVID-19 pandemic significantly disrupted education systems worldwide, leading to school closures and increased reliance on online learning, necessitating this study to examine parents’ digital skills and their application in supporting their children's education.

The literature review discusses the concept of digital skills, encompassing knowledge, skills, and attitudes crucial for self-realization, development, and employment. Core digital skills involve critical use of technology for work, entertainment, and communication. Digital literacy includes accessing, managing, understanding, integrating, communicating, evaluating, and creating information safely and appropriately. Twenty-first-century skills, such as problem-solving, digital citizenship, and communication, are vital for successful labor market entry. Digital skills can be cognitive (reflective knowledge) or practical (experience-based). Three types of skills are identified: automation (operating hardware and software), structural (information processing and problem-solving), and strategic (resource utilization for objective achievement). Strategies for lifelong learning must address the growing need for advanced digital skills across all jobs and age groups, bridging gaps in teaching and learning. Challenges in promoting digital skills include limited internet access and device availability, poor infrastructure hindering content development, and the need for engaging and age-appropriate online learning materials. Types of digital skills discussed include technological skills (accessing knowledge, graphics, video, and audio), cybersecurity skills (personal and information security), critical skills (self-criticism and problem-solving), virtual environment skills for competitive learning and knowledge retention, information skills (navigating economic and social problems and accessing educational resources), communication skills (encoding and decoding messages), and knowledge navigation skills (linking twenty-first-century skills for learning).

This study employed a descriptive-analytical approach to assess parents' mastery of digital skills and knowledge development during the COVID-19 pandemic. A three-part questionnaire was utilized: demographic information (gender, education level, age, employment, experience, teaching responsibilities, and computer use), technological skills, and a section measuring personal security skills, critical skills, hardware locking skills, information skills, communication skills, knowledge navigation, and electronic social skills. The sample comprised 250 Saudi parents who completed the online questionnaire via Google Forms. The digital skills scale was developed in two stages. The first involved a review of prior studies on digital culture and skills, followed by content analysis to identify eight theoretical skill dimensions. The second stage used exploratory factor analysis (EFA) with principal component analysis (PCA) and varimax orthogonal rotation to reduce the 51 items to three main factors: operational skills, cognitive constructivism skills, and instrumental skills. A five-point Likert scale measured responses. Data analysis involved IBM SPSS V.23 software. Item factor loadings below 0.50 were rejected, ensuring each item loaded on only one factor. Cronbach's alpha assessed the reliability of the scale, the chi-square test examined associations between demographic variables and educational responsibility, and MANOVA tested differences in digital skills across demographic variables. Ethical considerations included adherence to Hail University's research committee standards and the Helsinki Declaration.

Exploratory factor analysis (EFA) yielded three factors explaining 55.71% of the total variance: operational skills, cognitive constructivism skills, and instrumental skills. The KMO value of 0.94 indicated the sample's suitability. Cronbach's alpha indicated high reliability (0.954). High performance was observed across the three skill dimensions. Significant relationships were found between children's teaching responsibility and parents' experience (χ²=26.16, P<0.002) and education level (X² = 26, P=0.011). No significant relationship existed between teaching responsibility and computer use at work (χ²=2.53, P=0.470) or parental age (X²= 10.33, P=0.325). MANOVA analysis revealed significant differences in instrumental skills based on age (F = 4.090, P = 0.007) and teaching responsibilities (F = 9.238, P = 0.000) but not gender or employment status. Significant differences in cognitive constructivism skills were found for age, education level, teaching responsibilities, and computer-based work. Operational skills showed significant differences based on education level and teaching responsibilities. The study suggests that parents' digital skills, particularly in operational and cognitive areas, were highly developed, enabling effective support for children's online learning during the pandemic.

The findings indicate high levels of digital skills among the participating parents, enabling them to effectively support their children's education during the pandemic. The strong association between teaching responsibilities and experience highlights the importance of prior experience in navigating online educational resources. The lack of association between teaching responsibilities and computer use at work suggests that digital skills are transferable across contexts. Differences based on age and educational level emphasize the role of formal education and experience in developing higher-order digital skills, while reliance on technology affects instrumental and cognitive skills. The study's findings highlight the adaptability and resourcefulness of parents in leveraging digital platforms to overcome the challenges of distance learning. These results can be applied to design targeted training for parents to further enhance their digital competencies and facilitate improved educational support for their children.

This study provides valuable insights into the digital skills of Saudi parents during the COVID-19 pandemic. The high levels of proficiency observed in operational, instrumental, and cognitive constructivism skills highlight the parents' ability to adapt to distance learning. The significant relationships between demographic factors and digital skills underscore the need for targeted interventions to address disparities and ensure equitable access to digital literacy resources. Future research could focus on longitudinal studies to track the long-term impact of pandemic-induced digital skills development and investigate the broader societal implications of enhanced digital literacy among parents.

The study's sample primarily comprised fathers and participants over 40 years old, potentially affecting the generalizability of findings. The relatively high percentage of explained variance (55.71%) suggests that other factors not included in the three main dimensions may influence digital skill development. Social desirability bias might have influenced responses, especially given the sample size. The cross-sectional nature of the study limits causal inferences.