Published Paper Details:

Rural education in developing countries continues to face multifaceted challenges including limited infrastructure, acute shortage of trained teachers, inadequate technological resources, and heavy dependence on traditional rote memorization methods. This mixed-methods study proposes and evaluates an innovative pedagogical approach that systematically integrates digital storytelling with indigenous local cultural knowledge to enhance English language learning, reading comprehension, vocabulary acquisition, and overall student engagement among rural learners. The research employed an experimental design conducted across three purposively selected rural schools in Telangana, India, where an experimental group (n=45) was exposed to English language instruction through culturally relevant digital stories, while a control group (n=45) followed conventional traditional teaching methodologies. Comprehensive data collection involved pre- and post-intervention standardized assessments, systematic classroom observations, in-depth semi-structured interviews, and focus group discussions. Quantitative results indicated statistically significant improvements in vocabulary acquisition (35% vs 12%), reading comprehension (40% vs 15%), and active classroom participation among the experimental group compared to the control group. Qualitative findings revealed enhanced cultural pride, increased learning motivation, and improved teacher-student interactions. The study concludes that combining traditional oral storytelling traditions with accessible low-cost digital technologies effectively bridges the persistent rural-urban educational divide while simultaneously empowering students by validating and celebrating their cultural identity and heritage.