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<p>This study examines the impact of digital storytelling pedagogy in early childhood professional ethics education, employing a constructivist learning framework and a parallel mixed-methods approach. Sixty-three in-service early childhood education students participated in an 18-week intervention, which included ethical case analysis, digital story production, and collaborative learning activities. The intervention aimed to enhance students’ critical thinking, ethical reasoning, and practical application skills. Findings revealed that digital storytelling significantly enhanced students’ understanding of diverse perspectives and teamwork skills. Qualitative data highlighted that through repeated reflection and collaboration in case design and video creation, students deepened their ethical awareness and professional judgment. Quantitative analysis identified intrinsic motivation as a key driver of learning outcomes (<i>β =</i>0.53, <i>p</i> &lt; .001), suggesting that engagement with personally meaningful content contributed to sustained learning. This study demonstrates the value of digital storytelling in fostering multi-perspective understanding, collaboration, and internalization of professional ethics. It recommends incorporating this pedagogy into early childhood education curricula while providing adequate technical support and thoughtful group design. Future research may explore its broader applicability in multicultural and interdisciplinary educational contexts.</p>

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An Intervention Study on the Effectiveness of Digital Storytelling Pedagogy in Early Childhood Education Professional Ethics Using a Parallel Mixed-Methods Approach

  • 期刊论文

  • 发表日期：

    2025年8月19日

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  • Lan-Hui Wu,
  • Yi-Li Chen,
  • Wei-Hsiang Huang

摘要

This study examines the impact of digital storytelling pedagogy in early childhood professional ethics education, employing a constructivist learning framework and a parallel mixed-methods approach. Sixty-three in-service early childhood education students participated in an 18-week intervention, which included ethical case analysis, digital story production, and collaborative learning activities. The intervention aimed to enhance students’ critical thinking, ethical reasoning, and practical application skills. Findings revealed that digital storytelling significantly enhanced students’ understanding of diverse perspectives and teamwork skills. Qualitative data highlighted that through repeated reflection and collaboration in case design and video creation, students deepened their ethical awareness and professional judgment. Quantitative analysis identified intrinsic motivation as a key driver of learning outcomes (β =0.53, p < .001), suggesting that engagement with personally meaningful content contributed to sustained learning. This study demonstrates the value of digital storytelling in fostering multi-perspective understanding, collaboration, and internalization of professional ethics. It recommends incorporating this pedagogy into early childhood education curricula while providing adequate technical support and thoughtful group design. Future research may explore its broader applicability in multicultural and interdisciplinary educational contexts.