The Pedagogical Power of Digital Storytelling: Shaping Character and Psychological Growth in Early Childhood Education

Abstract

Digital storytelling (DST) has been widely adopted as a technology-supported pedagogical approach. This qualitative study examined teachers’ views on the use of value-based DST in a primary school classroom and how they perceived changes in students’ behavior. The study was conducted with students of class 5th of FGPS NO.2 (G), WAH CANTT. Value-based digital stories were integrated in Urdu and Islamiat teaching for a period of eight weeks. Data were gathered from a focus group discussion with nine teachers who were involved in the intervention, and it was analyzed using the thematic analysis framework of Braun and Clarke. Results showed that teachers viewed value-based DST as having an impact on the following: positive change in behavior enhanced social bonding, helpful behavior, development of confidence and self-recognition, meaningful learning and goal orientation, opportunities for reflection, and personal growth. Teachers also noted practical challenges with electricity, ICT resources, teacher training, and balancing DST with curriculum requirements. The results are discussed within the framework of Ryff’s eudaimonic perspective and complemented by Self-Determination Theory (SDT). The study provides contextual qualitative evidence from primary education and shows the potential of integrating moral narratives with digital pedagogy for the holistic development of students.