<![CDATA[Intensive gadget use has transformed children’s learning ecology at home. Digital devices can broaden access to learning resources, yet unstructured use is also associated with distraction, reduced family interaction, sleep disruption, and difficulties in attention and self-regulation. This article aims to integratively analyze parental strategies for optimizing children’s learning amid intensive gadget use by positioning parents not merely as supervisors but also as mediators, facilitators, role models, and learning partners. An integrative literature review of 25 relevant sources was conducted, prioritizing publications from 2019-2026 while retaining selected earlier conceptual references on parental mediation. The analysis involved thematic identification, comparison of findings, and conceptual synthesis. The review identifies five core strategies: (1) establishing consistent structure and limits; (2) applying active mediation and co-use; (3) selecting age-appropriate, learning-oriented digital content; (4) building learning routines and balancing digital and non-digital activities; and (5) strengthening digital role-modelling and family communication. Effective strategies do not rely on total prohibition but on the quality, context, purpose, and parental involvement surrounding digital use. This article proposes a practical “5M Digital Parenting for Learning” framework: Membatasi (setting limits), Mendampingi (co-use and guidance), Memilih (content selection), Menyeimbangkan (balancing activities), and Meneladani (role-modelling). The framework may inform family education, digital literacy programs, and future empirical research on digital parenting among primary-school children.]]>
