Introduction: Parent education is the process of providing specific knowledge and skills to parents and other primary caregivers with the aim of promoting the development and competence of their children. Education is essential for families of children with developmental disabilities. Difficulties in the development of children encompass a wide range of challenges that can affect different aspects of their development, including cognitive, physical, communication, social, and emotional development. Objective: This study aimed to systematically find and analyze randomized controlled trials (RCTs) on the education of parents and caregivers of children with developmental disabilities through a systematic search. Methods: We conducted a scoping systematic review within the Erasmus+ project Synergistic education of parents with children with disabilities (SynergyEd). MEDLINE, Embase and Cochrane Database of Systematic Reviews were searched from the database inception until November 13, 2023. We included published RCTs about the education of parents and caregivers of children with developmental disabilities. Any RCT study design was eligible. We included trials in any language. The following data were extracted from the studies: (1) RCT design, (2) type of study participants (parents/caregivers; children’s diagnosis), (3) type of education, (4) outcomes studied, (5) country where the study was conducted. Results: The literature search yielded 13,566 records. After screening, 170 papers that met the inclusion criteria were included in the research. Most included trials on interventions to educate parents of children with disabilities were published by authors from the USA, UK and Australia. The experiments were mainly focused on specific populations, such as parents of children with autism spectrum disorders and attention-deficit/hyperactivity disorder (ADHD). Half of the articles did not have defined primary and secondary outcomes. In the control groups, the median number of subjects was 31. 123 different interventions were analyzed in the papers. In the intervention groups, the median number of subjects was 36.5. Most of the interventions used in the research were of a generic description such as "Parent Education". Most of the examined interventions (61%) were analyzed in only one trial. Conclusion: The research points to the importance of further standardization of research on interventions for the education of parents of children with developmental disabilities, the importance of including different populations of parents of children in future research, the importance of defining the used interventions and outcomes in order to provide better evidence from randomized controlled trials on the analyzed interventions.