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The purpose of this study was to critically analyze scientific output on family involvement in schools between 2000 and 2024, with an emphasis on how social, economic, cultural, and technological factors influence the forms of family-school involvement. A qualitative literature review was conducted, based on systematic searches in Scopus, ProQuest Central, Dialnet, ERIC, Redalyc, Google Scholar, and university repositories, using Boolean chains in Spanish and English. Filters were applied by publication period, full-text availability, and language. The initial search identified 65 records, of which 54 remained after removing duplicates. After screening by title and abstract, 50 full-text documents were evaluated, and finally, 31 studies that met the inclusion criteria were included, following the recommendations of the PRISMA 2020 guideline. The analysis combined content and thematic techniques, using deductive coding based on frameworks such as the Epstein model and inductive coding to identify emerging patterns. The findings show that socioeconomic conditions and cultural capital influence family participation, that intervention models are not sufficiently adapted to vulnerable contexts, and that the use of ICT offers opportunities, although it faces access limitations.
