ABSTRACT: Editorial: Introducing the Interdisciplinary Educational Technology

ABSTRACT: This qualitative study investigates the perceptions of Sidama parents in southern Ethiopia regarding the integration of technology in early childhood education (ECE). Despite global advancements in educational technology, its application in culturally distinct, low-resource contexts like the Sidama region remains under-explored. Through semi-structured interviews with 30 parents (12 female, 18 male), this research employed thematic analysis to identify key themes. Findings reveal a complex interplay of acceptance and apprehension, shaped by cultural preservation, socioeconomic status, and access to digital resources. Parents acknowledged potential benefits for learning and digital literacy but expressed strong concerns about excessive screen time, the erosion of cultural traditions, and the digital divide. The study underscores the critical need for a culturally responsive approach to technology integration in ECE that respects indigenous knowledge systems and addresses equity issues. This research contributes to global dialogues by highlighting the unique socio-cultural factors that influence technology adoption in non-Western, low-income communities and offers practical recommendations for policymakers and educators working in similar contexts.