DefinePK

Abstract

This qualitative research examines the pedagogical potential of digital storytelling in promoting the social-emotional competence of young students. With an emphasis on technology integration in education, the study investigates how digital storytelling can promote social skills and emotional intelligence, empathy, self-awareness, and interpersonal skills among elementary school students. The study was qualitative in nature. Before the intervention, we conducted an in-depth needs assessment to determine the student's specific social-emotional issues. The research involved intensive interviews with parents and teachers to gain insight into where assistance was needed. Based on the interview findings, we focused on enhancing students' social skills, self-management, relationship skills, problem-solving abilities, self-awareness, and time-management skills. Research was conducted in the Government Primary School in District Shangla, KPK, Pakistan. The study duration was six weeks (April- May 2024). The sample size was grade 5th students. There were 57 grade 5th students, of whom 33 were boys and 24 were girls. In the participants' group, the mean age was 10-11 years, and they had varied academic and family backgrounds. This specific age group is important for social-emotional development. The findings demonstrate how digital storytelling can create emotionally charged, relatable, and immersive learning experiences that help young learners improve their social-emotional skills. According to the study's findings, students who engaged in digital storytelling showed significant increases in empathy and comprehension because they could relate to the characters' sentiments and circumstances. Students' communication and self-expression skills increased significantly, and they demonstrated greater confidence in expressing their ideas and feelings. Collaborative digital storytelling projects that honed interpersonal and cooperation skills facilitated effective student collaboration. The study discovered that their self-awareness increased when participants engaged in reflective activities and shared stories about their feelings and experiences. Based on the study's findings, digital storytelling is an effective pedagogy to apply in promoting young learners' social-emotional skills. By applying technology and storytelling, instructors can design learning experiences that are relevant, engaging, and empathetic. This strategy assists students in holistically developing their social-emotional talents while also providing them with the tools they need to deal with the problems of social interactions in the digital age. Future research could examine the long-term impacts of digital storytelling on students' social-emotional development and its use in a variety of educational settings.