Qualitative meta-analysis reveals art-storytelling improves emotional expression and social skills in students from migrant backgrounds, indicating its educational significance.
The purpose of this study is to explore the educational meaning of art-storytelling-based programs through qualitative meta-analysis, and to derive implications for students' education from migration backgrounds based on this. As the transition to a multicultural society has accelerated due to the recent increase in transnational migration, children's adaptation to school and social integration are emerging as important educational tasks. Accordingly, education that combines art and stories is attracting attention as an effective approach to improving emotional expression, cultural empathy, and social communication skills. This study selected 11 related qualitative studies and conducted a qualitative meta-analysis to secure basic data for designing culture and arts education programs for elementary school students from migration background. The analysis was conducted in a way that comprehensively examines the effects and meanings of educational programs shown in each study. As a result of the analysis, the art-storytelling-based education program had a positive effect on the emotional stability, social communication skills, language development, and cultural self-understanding of elementary school students from migration backgrounds, and its overall meaning was derived as ‘whole growth through art-storytelling education’. These results provide practical implications for the development of integrated education programs for students from migrant backgrounds, and will contribute to the design of education and the establishment of practical directions considering cultural diversity.
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Hwang et al. (2025) studied this question.
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