Digital Storytelling as a Tool to Promote Eco-Literacy in Early Childhood Education

Abstract

his research explores the use of digital storytelling as an innovative pedagogical tool to cultivate eco-literacy among early childhood learners in Riau, Indonesia. The study was motivated by the urgent need to introduce environmental awareness from an early age, particularly in regions experiencing recurring ecological challenges such as forest fires and pollution. The primary objective was to examine how digital storytelling could be integrated into early childhood education to foster environmental knowledge, attitudes, and behaviors. A qualitative case study design was employed, involving preschool teachers, children aged 5–6, and parents from selected early childhood institutions. Data were collected through participant observation, in-depth interviews, and document analysis, and analyzed thematically using an inductive approach. The findings revealed four major themes: teachers’ creative utilization of digital storytelling to contextualize ecological issues, children’s strong emotional engagement and behavioral change, the challenges of limited technological resources and teacher training, and the potential of community involvement in reinforcing eco-literacy practices. The results highlight that digital storytelling is not only effective in enhancing children’s environmental awareness but also in extending eco-literacy beyond classrooms into families and communities. This research contributes theoretically by bridging digital pedagogy and environmental education, and practically by offering insights for educators and policymakers. Future studies are recommended to adopt longitudinal and cross-cultural approaches to assess long-term impacts.