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<p>Digital art (DA) is emerging as a modern educational tool with unique value in the field of childhood education (CE). It not only enriches teaching and learning methods but also has the potential to promote young children’s cognitive, affective, and creative development. The aim of this systematic review is to explore the status, challenges, and prospects of DA in CE between 2000 and 2024. By systematically screening and analysing relevant peer-reviewed articles, examples of DA in formal and non-formal educational settings were sorted out, providing evidence on educational effectiveness, and identifying major challenges in the field, such as technological implementation difficulties, insufficient teacher training, and resource disparities. Based on these results, this study proposes a conceptual framework that integrates the educational applications of DA, technological barriers and potential for future development. In addition, important directions for future research are explored, including sustainability of the technology, enhancement of the quality of teaching and learning, and evaluation of long-term impact. The framework provides reference and guidance for children’s education practitioners and policymakers and aims to promote the effective application and further development of DA in CE.</p>

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Utilising digital art for childhood education: a systematic review of evidence, challenges and prospects

  • 期刊论文

  • 发表日期：

    2025年1月9日

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  • Mengyun Xiao,
  • Weihan Rong,
  • Fadzilah Amzah,
  • Noor Azlina Mohamed Khalid

摘要

Digital art (DA) is emerging as a modern educational tool with unique value in the field of childhood education (CE). It not only enriches teaching and learning methods but also has the potential to promote young children’s cognitive, affective, and creative development. The aim of this systematic review is to explore the status, challenges, and prospects of DA in CE between 2000 and 2024. By systematically screening and analysing relevant peer-reviewed articles, examples of DA in formal and non-formal educational settings were sorted out, providing evidence on educational effectiveness, and identifying major challenges in the field, such as technological implementation difficulties, insufficient teacher training, and resource disparities. Based on these results, this study proposes a conceptual framework that integrates the educational applications of DA, technological barriers and potential for future development. In addition, important directions for future research are explored, including sustainability of the technology, enhancement of the quality of teaching and learning, and evaluation of long-term impact. The framework provides reference and guidance for children’s education practitioners and policymakers and aims to promote the effective application and further development of DA in CE.