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This study, which has been carried out as a needs analysis project, reflects results from preliminary work for designing from scratch a digital parenting educational program for parents with preschool children in the Turkish province of Edirne. Convenience sampling method was used and a group of 231 parents participated in the study. Qualitative and quantitative methods were both used in this sequential mixed method research of descriptive nature. The Digital Parenting Attitude Scale has been used for data collection purposes, alongside a questionnaire form developed by the authors. In conclusion, it was understood that; (a) the digital parenting attitude scores of participants were found to be relatively low, with an average score of 21.74; (b) half of the participants were not willing to participate in a digital parenting educational program and that those unwilling to participate were also those who displayed poor digital parenting attitude; (c) not only gender and employment status, but also other variables such as awareness in concepts of digital footprints or cyberbullying result in significant differences in terms of digital parenting attitudes; (d) descriptive accounts of Turkish parents show that they are prone to conceptualizing digital parenting as screen time policies only; and (e) digital parenting educational programs should focus not only on the digital but also on (conventional) parenting skills and the notion of sustainability. Results emphasize the importance of increasing public awareness towards concepts related to digital parenting, as well as the economic exploitation of children in the cyber world and the establishment of dialogue with the child on this critical matter. Further research in the subject, especially with (a) greater emphasis on sustainability, (b) greater contribution from male participants, and (c) on the subject of specific deterrents against participation in digital parenting education may be needed.

An Examination of Digital Parenting Behavior in Parents with Preschool Children in the Context of Lifelong Learning