Digital Stories for Teacher Education: Bhutanese Educators’ Responses to Stories of Bullying and Discrimination
This study, centering on Bhutanese educators and preservice teachers, explores how digital stories as an arts-based approach can inform culturally responsive teacher education on bullying and discrimination. We examined responses from 56 educators and preservice teachers in Bhutan to three arts-based works. Analysis of these responses generated four themes: developing empathetic understanding, identifying pedagogical applications, recognizing professional development needs, and integrating cultural authenticity. Participants’ responses indicate that digital stories can strengthen emotional competencies, provide practical teaching strategies, and support culturally grounded practice consistent with Bhutan’s Gross National Happiness philosophy. The findings show the potential of arts-based approaches to prepare educators to address diversity, inclusion, and social justice. They also offer a model for international collaboration that honors local values while engaging shared educational challenges.