<![CDATA[This study examines how parents of children with intellectual disabilities construct meaning and enact their roles within informal hybrid learning ecosystems, moving beyond deficit-oriented perspectives that portray them merely as vulnerable caregivers. Using a qualitative approach grounded in Interpretative Phenomenological Analysis (IPA), in-depth semi-structured interviews were conducted with 9 (nine) parents of children with mild to moderate intellectual disabilities in Malang Raya, Indonesia. The analysis identifies a transformative process in which parents shift from initial confusion and self-blame toward reflective pedagogical awareness. Over time, they reconstruct their identities as active learning facilitators who intentionally design home, community, and digital spaces as interconnected learning environments. Their practices are shaped by three interrelated dimensions of meaning: existential (orientation toward the child’s future independence), relational (dialogue and emotional closeness), and moral (commitment to character formation). These dimensions guide how parents structure daily routines, manage interactions, and utilize digital resources to foster autonomy and social development. The study concludes that parental agency in informal hybrid ecosystems is experiential, relational, and meaning-driven, and that strengthening inclusive education requires systemic support, equitable digital access, and responsive school–family partnerships that recognize parents as ecological learning designers]]>
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