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Article http://dx.doi.org/10.26855/er.2026.02.002

Family Education and Infocommunicational Media at the Primary Educational Level: An Epistemic Approach

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Javier López Guerra^*, María Jesús Hernández Carballé

Department of Primary Education, Faculty of Pedagogical Sciences, University of Camagüey, Camagüey 74650, Cuba.

*Corresponding author: Javier López Guerra

Published: February 6,2026

Abstract

The family is simultaneously a human, natural, and cultural entity, whose development is largely determined by society. This societal influence is realized in family life and, particularly, in its descendants, shaping important personality qualities. Family education also plays a role in societal transformation, making it a key component of the school’s educational mission. Currently, a critical aspect requiring family educational action is the use of Infocommunicational media, which influences decision-making in facing various challenges, particularly those posed by modern technology. Recent research confirms that the rapid advance, massification, and widespread access to infocommunicational media stimulate, in both social and family contexts, the development of student skills that extend beyond the learning offered by the school. However, families are often ill-prepared to act as mediators in this context due to insufficient orientation. Objective: To characterize the theoretical referents of family education from the school institution to enhance its mediation in children’s interaction with infocomunicational media within the family context. Methods: Methods such as Historical-logical, Analysis-synthesis, and Documentary analysis were used. The historical-logical method traced the evolution of family education theories and practices from the mid-20th century to the present, focusing on their adaptation to technological advancements. Sources analyzed included academic publications, educational policy documents, and guidelines from 1950 to 2023. Results: A characterization of the theoretical referents of family education was developed to address the transformations currently caused by infocommunicational media in the social and family context. The literature review revealed that family education is broadly defined as a process equipping families with knowledge to foster children’s values and skills. However, a key theme emerges where some authors, like Ruiz et al., emphasize the need for practical skills over purely theoretical knowledge, while others, such as Saracostti et al., highlight the overarching importance of school-family collaboration. Conclusion: The primary actors responsible for family education require pedagogical proposals to guide this process. Such proposals should foster a more active and leading role for the family in its educational mediation, particularly concerning children’s interaction with infocommunicational media. This is an area where pedagogical studies at the Primary Education Level remain limited.

Keywords

Education; Family Education; Infocommunicational

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How to cite this paper

Family Education and Infocommunicational Media at the Primary Educational Level: An Epistemic Approach

How to cite this paper: Javier López Guerra, María Jesús Hernández Carballé. (2026). Family Education and Infocommunicational Media at the Primary Educational Level: An Epistemic Approach. The Educational Review, USA, 10(2), 73-81.

DOI: http://dx.doi.org/10.26855/er.2026.02.002

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Family Education and Infocommunicational Media at the Primary Educational Level: An Epistemic Approach

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