Digital Media-Based Educational Communication for Sustainable Behavior and Environmental Literacy in Early Childhood Education
DOI:
https://doi.org/10.46961/mediasi.v7i3.2025Keywords:
Educational communication, Early childhood education, Environmental literacy, Digital media, Sustainable behaviorAbstract
Environmental literacy and sustainable behavior should be cultivated from early childhood, yet limited research has examined how educational communication mediates the relationship between digital media and children's behavioral development. This study investigates the role of digital media-supported educational communication in fostering environmental literacy and sustainable behavior among young children. A qualitative action research design was employed, comprising four stages: planning, action implementation, observation, and reflection. Data were collected through classroom observations, semi-structured interviews with teachers, and documentation of learning activities, with credibility strengthened through methodological triangulation. The findings show that Canva-based digital learning media enhanced children's engagement, attention, and understanding of environmental concepts. However, digital media alone did not directly foster sustainable behavior. Instead, behavioral change emerged through teachers' educational communication, including persuasive interaction, role modeling, repeated habituation, and continuous reinforcement supported by parental involvement. Teachers functioned as meaning makers who transformed digital content into meaningful learning experiences and encouraged environmentally responsible behavior. This study proposes the Digital Sustainable Communication Ecosystem for Children (DSCEC), a conceptual framework integrating digital media, educational communication, behavioral habituation, and school-parent collaboration to promote sustainable behavior in early childhood education. The findings shift the emphasis from technology-centered learning toward communication-centered digital pedagogy and offer theoretical and practical implications for environmental education and Education for Sustainable Development (ESD).
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