When initially planned, this Special Issue sought to consider an under-represented topic in the research literature: ‘Parents/guardians, education and digital technologies’. Whilst there has been previous literature published in this field,
recent contextual changes have potentially affected this field in major ways. Our understanding of these recent contextual changes and related factors, such as how relationships associated with home learning and uses of digital technologies in home situations have been affected, immediately prior to and across the period of the Covid-19 pandemic and subsequently, is not widely known.