NURTURING IMMERSIVE LEARNING ENVIRONMENT AND SUSTAINABILITY: REVIVING THE MAGIC OF STORYTELLING IN PRIMARY LEVEL CLASSROOMS

Storytelling offers a potentially engaging and meaningful way of teaching, “storytelling should be used in classrooms because it aligns with how the brain learns best” Caine et al. (2005), especially for introducing complex concepts in a way that connects with students and their daily lives. Rose and Nicholl (1997) explained that storytelling encourages active information processing and rich imaginings created by storytelling help students to identify with the concepts, making them active participants in the learning process. This engagement can lead to improved understanding and the ability to apply and use what has been learned. This study investigates the effectiveness of storytelling as a pedagogical tool in fostering environmental awareness, knowledge, and positive attitudes among primary level students. The study explores two questions related to the impact on students' understanding of complex environmental concepts and the promotion of pro-environmental values, behaviours, and a sense of responsibility for the natural world as an impact of the storytelling method. A post-test-only quasi-experimental design, observation, and discussion were done with the group of two class 5 sections of the National Capital Region, India to explore these questions to reveal storytelling significantly improves environmental understanding among learners and can potentially foster positive attitudes and behaviour related to the environment.