Parental Involvement in Schools and Processes of Pedagogical Change

There is curious multifaceted neglect regarding the effective use of parents in curriculums before the COVID-19 pandemic and its peak from February 2020 to February 2021 and post-corona virus. This issue hasn't changed despite reports concerning the reluctance of students to go to school and attend face-to-face training. This study aims to explain the current state of schools, that is, the superficial view of the effectiveness of family participation in post-corona virus curriculum. The necessity of parents' participation in the school curriculum is irrefutable. Neglecting this, especially during the COVID-19 pandemic that needs parents' involvement, has made the issue more evident and prominent. In this study, based on research, papers, and documents regarding the involvement of parents in the curricula, the following questions will be surveyed and explained: 1. What are the requirements of parents' involvement in curricula from the point of view of the document? 2. What are the accomplished research requirements regarding parents' involvement in curricula? 3. What are the obstacles to parents' involvement in curricula? 4. What is the position of parents' involvement in curricula? According to the current study's findings, despite the undeniable role of parents' involvement in the effectiveness of curricula, their involvement is the neglected dimension of schools' curricula. In the third year of the COVID-19 pandemic, there is still no coherent plan to use the parents' involvement in virtual training. We will present the critical approaches in the form of proposals in the end.