The Impact of Digital Storytelling on the Promotion of National Identity among Preschool Children

Abstract

With the advent of digital storytelling, educators now have powerful resources to inspire national identity in the next generation and open new avenues for creative learning in preschool. This paper reports on a case study that explores the impact of digital storytelling (DST) on the promotion of national identity. This study used a qualitative approach to investigate the observed phenomenon. The context of this case study involves the utilization of DST within a modern, technologically equipped kindergarten that has adopted the new Saudi curriculum. Six preschoolers were included in this case study, and a range of qualitative data were collected through observations (notes, photographs, video recordings), nonparticipant and interaction observations, and children’s artifacts. Thematic analysis revealed that DST is a valuable tool for promoting national identity among preschool children. By incorporating DST into early childhood education, educators can effectively engage young learners in exploring their cultural heritage, thus promoting a sense of pride, belonging, and connection to their national identity.