This research investigated the dedication, acceptance, and preparedness of parents for individualized printed modular education in order to create an engagement plan. The respondents came from a variety of age groups, sexes, family income levels, and numbers of children, guaranteeing fair representation. Facilitating home learning, parental intervention, and module pickup/return were all found to be highly ready by parents, with facilitating home learning having the lowest mean score. Additionally, the high degree of acceptability indicated that modular instruction is widely recognized as a feasible learning approach. However, there was a substantial difference in acceptance when separated by sex, with female parents expressing greater participation in the picking up and returning of modules. Reflecting great parental involvement in helping kids learn, talking with instructors, and following school rules, commitment was seen as being high to very high in all categories. The Mann- Whitney U test confirmed that there were no major changes in readiness and commitment among demographic categories, but acceptance only changed by sex. Readiness and commitment are common among parents, but acceptance is influenced by gender norms, according to these findings. Five programs were suggested based on these results: Home Learning Support Enhancement (HLSE), Parental Intervention Training Series (PITS), Module Distribution Compliance Initiative (MDCI), Gender-Responsive Parental Engagement (GRPE), and Family-Inclusive Learning Routines (FILR). In addition to maintaining the efficacy of modular instruction after the epidemic period, these activities strive to increase parent participation and encourage fair learning outcomes.