Conceptual evolution of parental involvement in a developing context: insights from Türkiye

In many developing countries, the adoption of educational concepts from the West is a common practice, often leading to confusion and challenges in interpretation and implementation. Parental involvement, primarily developed in the US, is one such concepts adopted by researchers and educational systems globally without careful consideration. At this point, the current study aims to explore how this concept has been conceptualized and operationalized in a developing country context, Türkiye. Using an evolutionary concept analysis, it examines the theoretical evolution of parental involvement, identifyingattributes, antecedents, and consequences within Turkish educational literature. The findings reveal three prominent paradigms defining parental involvement: task-driven, relational, and critical, each with unique and overlapping attributes, antecedents, and consequences. This study contributes to the international discourse on parental involvement by offering valuable insights into the conceptualization of this term in a non-Western context. It advocates for a more critical and context-aware examination of educational practices and policies in developing countries to better meet the needs of all learners and their families.