This paper presents an analysis of data from a qualitative study conducted between September 2024 and January 2025 with teachers and school principals in Bulgaria, as well as in two Bulgarian schools abroad. The study aimed to identify the roles and functions of parents within the educational ecosystem and to explore how they contribute to building meaningful interactions among all stakeholders in the community. Such interactions support the sustainable development of the ecosystem and each of its members. The research seeks to answer questions such as: How do parents, as actors within the educational ecosystem, support its formation and viability? What role can parents play in educational ecosystems to create conditions for the prosperity of their children and the community? How does active parental involvement in school life influence children's motivation, behaviour, value system, and career orientation? What new practices and tools are needed to support parents in effectively fulfilling their ecosystem roles and functions?, etc.

The research methodology combines a conceptual content analysis of a selected sample of 45 publications indexed in global databases, three focus groups involving students and teachers from primary, lower secondary, and upper secondary education, semi-structured interviews with 32 teachers and school principals, and a case study of activities, experiences, and best practices in nine schools (vocational schools, secondary and primary schools, and specialised language/mathematics schools) in Bulgaria that apply the principles of the educational ecosystem in their work. The study begins with an exploration of the nature of the educational ecosystem and its characteristics, particularly in relation to the roles and functions of its stakeholders.

The analysis of the interview data enables the identification of the core roles and functions of parents as key elements of the educational ecosystem. Additionally, policies, approaches, and best practices that integrate and actively engage parents in school and community life are examined and analysed, fostering productive interactions. The data analysis also provides arguments for the selection of schools for the focus groups and a Case study of actions, experience and best practices.

The findings of this analysis provide a framework of tools for fostering meaningful and responsible school-family-community partnerships. The study highlights ways to encourage parents to actively contribute to the creation of a positive environment in which their children can reach their full potential.

Keywords: Educational ecosystem, parental functions and roles, school-family-community interaction.