FOSTERING CULTURALLY GROUNDED LEARNING: GENERATIVE AI, DIGITAL STORYTELLING, AND EARLY CHILDHOOD EDUCATION

Abstract

The integration of technology in education has been a subject of growing interest, particularly in the context of early childhood education. This paper investigates the potential of Generative AI and digital storytelling for enhancing learning experiences in early education, emphasising the significance of locality and community context. The research delves into how Generative AI and digital storytelling can create personalised, culturally relevant learning materials that foster a sense of belonging and identity among young learners. Previous research has demonstrated the effectiveness of digital storytelling in promoting creativity, critical thinking, and communication skills, yet incorporating Generative AI to create content that reflects a community’s unique characteristics remains underexplored. This inquiry aims to bridge this gap, comprehensively analysing the potential benefits, challenges, and strategies for implementing these technologies. A theoretical analysis based on a literature review is conducted to examine the research question. The findings reveal that Generative AI and digital storytelling have the potential to create inclusive, engaging learning experiences that resonate with young learners, remarkably when grounded in their local community context. This research contributes to the existing literature by offering fresh insights into applying innovative technologies in early childhood education. Significantly, this paper highlights the necessity of addressing ethical considerations, data privacy, the digital divide, and teacher training to ensure successful implementation. The study lays the foundation for future empirical research, policy formulation, and educational practice by addressing these challenges.