THE USE OF DIGITAL STORYTELLING TO PROMOTE NATIONAL IDENTITY AND GLOBAL CITIZENSHIP FOR 5 -YEAR-OLD CHILDREN IN SAUDI ARABIA

Abstract

This study explores digital storytelling (DST) in promoting national identity and global citizenship among 5-year-old children in Saudi Arabia. Using a qualitative case study approach, data were collected from two sites in Buraydah, Qassim region: the 1st Kindergarten and the Kindergarten Teachers Training Center. Multiple methods such as classroom observations, semi-structured group interviews, self- reflective journals, and document analysis were used, with thematic analysis (TA) conducted inductively to allow themes to emerge naturally. The findings reveal that DST plays a significant role in promoting national identity by enhancing children’s cognitive and social-emotional understanding of cultural symbols, traditions, and historical narratives. It also promotes global citizenship by encouraging respect for diversity, empathy, and cross-cultural awareness. Children demonstrated engagement, recall, and a growing appreciation for both their national and global identities. Teachers affirmed the pedagogical value of DST, noting its benefits for cultural learning and technology integration, but also pointed out challenges such as limited resources, technological constraints, and the need for high-quality content. The study highlights the need for improved infrastructure, teacher training, and culturally relevant digital materials to maximize DST’s impact in early childhood education.