Digital Stories and Inclusive Cultures at School: A Research Study in an Italian Primary Multicultural Classroom

Abstract

This study investigates the effectiveness of digital storytelling in enhancing linguistic and narrative skills in a multicultural primary school in Genoa, Italy. Spanning four months, the quasi-experimental intervention involved eight lessons based on active, participatory, and experiential learning. Focusing on a diverse student body, especially those with migratory backgrounds, the study assessed linguistic competence and narrative skills pre- and post-intervention. Results from the Italian language proficiency test showed most students at B1 level, with a notable performance in narrative aspects among A2+ level students, despite linguistic challenges. Rubrics used for qualitative analysis revealed improvements in classroom dynamics, inclusivity, and student engagement. The study, however, faced limitations due to its short duration and limited sample size. Despite these constraints, the findings highlight digital storytelling as a valuable tool for multicultural education, enhancing narrative competence and fostering inclusivity. Future research should explore its long-term effects and applicability in diverse educational environments.