Parents of preterm infants face significant emotional, informational, and caregiving challenges during neonatal intensive care unit (NICU) hospitalisation. Educational interventions are increasingly used to support parental readiness; however, considerable variation exists in their content, structure, and delivery. A clearer understanding of these components is essential to inform the development of effective, contextually responsive programmes. This video aims to identify and synthesise the core educational components, programme structures, and embedded parental support needs within NICU-based educational interventions for parents of preterm infants. This video conducted a systematic search of peer-reviewed literature (January 2010–September 2022), which identified 33 studies of high methodological quality. Data were extracted and synthesised using thematic analysis. Three overarching domains were identified: (1) educational content, (2) programme structure and delivery, and (3) parental support needs integrated within educational delivery. The educational content encompassed the NICU environment, infant health and behaviour, caregiving practices, parental well-being, and discharge preparation. Programme structures varied widely in terms of intensity, duration, delivery modality, and facilitator roles, with limited justification for structural choices. Parental support–emotional, relational, and confidence-building–was inconsistently embedded despite evidence of its importance. Established interventions such as COPE, FICare, and FCC have clearer theoretical foundations and more holistic support than most locally developed programmes. This video concludes that NICU educational interventions positively influence parental knowledge, confidence, and parent–infant interaction; however, substantial variation and limited conceptual grounding hinder their comparability and scalability. The evidence base remains dominated by high-income settings, which limits its global applicability. Future research must prioritise theory-informed design, transparent reporting, and context-sensitive adaptation, particularly in under-resourced health systems, to support equitable and effective parental education for families of preterm infants worldwide.