Promoting Nationalism among Young Learners Using Localized Video E-Book

Promoting Nationalism among Young Learners Using Localized Video E-Book

Floralyn Aphrodite F. Espiritu*., Kristine Anne J. De Mesa., Anna Madel M. Villanueva., Felicity G. Villacera., Zaira Jean G. Prado.^, Joseline M. Santos., Esther G. Domingo., Joel B. Faustino

Bulacan State University, Guinhawa, City of Malolos, 3000, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0309

Received: 22 May 2025; Accepted: 27 May 2025; Published: 01 July 2025

ABSTRACT

This study aims to examine the effectiveness of a localized video e-book in promoting nationalism among young learners in Pulilan. Addressing the challenge of fostering national pride and cultural understanding in young learners, the research applied a mixed-method approach with exploratory sequential design. Qualitative data came from classroom observations, and teacher interviews, while quantitative data were gathered through the checklist, likert scale, technological acceptance mode (TAM), and system usability scale (SUS). Results revealed that there’s a strong acceptance from the teachers, excellent usability, ratings and notable improvement in students’ comprehension and retention of Pulilan’s local symbols, landmarks, and cultural narratives. The study concludes that integrating localized multimedia resources in early childhood education enhances both cognitive and affective dimensions of nationalism. These findings have recommendations for curriculum development, teacher training, and developing an application to integrate technology inside the classroom smoothly and effectively, offering a valuable contribution to civic education in the digital era.

Keywords: nationalism, young learners, localized, video e-book

INTRODUCTION

With a rapidly globalizing world, children are increasingly coming into contact with other cultures, media, and languages, which tends to diminish their sense of national identity and disconnection from their own cultural heritage. Early education plays a significant role in instilling nationalism, in which children are proud of their cultural heritage without being insulted. Research indicates the importance of building inclusivity alongside national pride, because education has the potential to reinforce stereotypes or promote unity. Although policies such as the Philippines’ Mother Tongue Based Multilingual Education (MTB-MLE) aim to bridge this gap by supporting native language learning in primary education, there are challenges to implementing consistent and effective strategies that resonate with learners (Garcia, 2021, Gonzales, 2022). Thus, this study examines the application of localized interactive e-books as a new way ensure nationalism among young Filipino learners. This project is in line with international evidence that digital storytelling has the potential to meaningfully engage children with their heritage culture (Almohaimeed et al., 2024)

In today’s globalized world, young learners encounter many challenges that can weaken their sense of national identity. Teaching nationalism at an early age helps children appreciate their cultural heritage and understand the importance of their nation. This foundation prepares them to face global challenges while remaining connected to their roots (Yuliandoko et al., 2023). The concept of “everyday nationalism” highlights how nationalism is integrated into our daily lives and social interactions. Although it is crucial to nurture a national identity, there is a danger of encouraging exclusionary perspectives (Millei, 2019). This is evident in the Greek context, in whic early education can reinforce stereotypes against neighboring nations (Magos, 2019). This finding emphasizes the importance of adopting balanced strategies that foster inclusivity and national pride. Observations from field visits indicate that children in kindergartens generally lack awareness of national heritage and citizenship values (El-Deeb, 2022)

For learners to have a great foundation in language and communication skills, they must first learn their mother tongue. However, research on how the native language can broaden young learners’ vocabulary and improve their reading comprehension skills is limited (Balacano, 2020). Therefore, it is challenging to compare data that clearly distinguish the effects of using the native language in enhancing literacy. Additionally, learning in the native enhances cognitive skills, leading to better comprehension and retention of vocabulary. Materials in the native language resonate more with learners, making learning more relatable and effective (Semilla et al. 2023). As stated by Almohaimeed et al., (2024), integrating digital storytelling in e-books enables young learners to delve into their cultural heritage and, fosters a sense of national identity by engaging in learning experiences. By engaging in storytelling activities, children can express their views on national identity, prompting them to think critically about their cultural backgrounds and their importance.

Instilling nationalism in young learners is crucial for shaping their values and beliefs, which influences their future behaviors and attitudes toward society (Averin et al. 2023). Storytelling had a powerful positive impact on fostering nationalism among students. Statistical analysis revealed a significant difference in students’ nationalistic values before and after incorporating storytelling into their curriculum.

The findings indicate that educators can use storytelling not only to teach academic content but also to instill essential values, such as love for one’s country, tolerance, and cooperation. This practical approach enables teachers to integrate character education into their lessons more effectively.

Additionally, storytelling can support the implementation of Pancasila values in students’ daily lives, helping them embody principles such as unity, justice, and social responsibility, which are vital for building a strong national identity (Rusiyono et al. 2020). E-books can also be a tool that adapts to individual learning paces, allowing children to explore vocabulary at their own pace (Nyenooke et al. 2023). According to one study, animated illustrations, by adding motion, could enhance the congruency of the auditory reading of the story and visual illustration (He, 2020).

In the Filipino context, cultural values such as warmth and a strong sense of community, provide the foundation for language preservation by encouraging collective pride and shared identity. Language shift and limited use of the native language in educational settings can be confusing for learners and detach them from their own identity and sense of nationalism. While the national language policy promotes native language use as a medium of instruction in early childhood education,  such as through the Mother Tongue-Based Multilingual Education (MTB MLE) policy, gaps exist in terms of supporting its use in schools consistently (Garcia, 2021).Gonzales (2022), argued that while the MTB-MLE policy aims to foster bilingual or  multilingual proficiency in students, it often fails to provide adequate  support for maintaining and strengthening the local language at home and  in communities.

Tana, (2021), emphasized that teachers must understand the diverse cultural backgrounds of their students and employ various teaching strategies to enhance Filipino language acquisition. This approach not only improves language proficiency, but also respects linguistic diversity within the Philippines, promoting an inclusive educational environment where all students can engage with the national language. DepEd has supported projects promoting nationalism, especially through curriculum revisions in 2016 that focus on Filipino culture, history, and values.

NCCA, (2020) supports projects that utilize technology to foster a deeper understanding and appreciation of Filipino identity among youth.  Interactive e-books provide an exciting opportunity to integrate cultural learning into a format that speaks to today’s learners.

The manifestation of nationalism is the belief and understanding of national priorities, the desire to dominate the international community, and the emphasis that the interests of one’s country are more important than those of other nations. Education teaches students the goodness to become honest citizens.

The United Nations Educational, Scientific, and Cultural Organization’s (UNESCO 2015) citizenship study mentions that nationalist education that builds student character consists of three elements.

The first is cognitive. The indication is knowing, thinking, and analytically about the local, national, and international wisdom. Second, it is socio-emotional in nature. The indicators indicate that students value unity, respect differences, have humanitarian empathy, and are responsible. The third is action. On the other hand, students are responsible for peace and sustainability in the local community, nation, and state.

The promotion of nationalism among young learners presents conflicting ideas that are, primarily influenced by the diverse contexts in which education occurs. This has become a contentious issue in educational discourse, with scholars and educators presenting diverse perspectives regarding its implications, benefits, and challenges. This response explores conflicting ideas surrounding the promotion of nationalism in educational settings, drawing on insights from various research papers to provide a comprehensive analysis. Schools are often viewed as critical institutions for cultivating national identity and nationalism.  They serve as sites where young learners are exposed to narratives about their national history, culture, and values, which can shape their sense of belonging and loyalty to the nation. However, the role of schools in the promotion of nationalism remains controversial.  Schools are seen as mediators of dominant cultural narratives, often reinforcing a specific vision of national identity (Mavroudi & Holt, 2015).

They are also expected to foster multiculturalism and tolerance, which can sometimes conflict with nationalist agendas (Mavroudi & Holt, 2015). Globalization has introduced new challenges to the promotion of nationalism in education. The increasing interconnectedness of the world has led to the spread of global cultures and values, which can weaken national identity among young learners (Simanjorang et al., 2023). School environment plays a significant role in shaping young learners’ sense of nationalism.  Research has shown that civic education and the school environment can have a profound impact on the development of national sentiments among students (Nadiya & Pusposari, 2022).

Teachers and curriculum design are critical factors for promoting nationalism in education. In some contexts, teachers are expected to act as agents of nationalistic education, transmitting national values and loyalty to their students (Leung, 2004). The challenge of balancing nationalism and globalization in education is a recurring theme in the literature. On the one hand, nationalism is seen as a means of fostering a sense of belonging and loyalty among young learners, which can be particularly important in the face of global cultural influences (Fang, 2024) (Simanjorang et al., 2023).

The promotion of nationalism among young learners is a complex and contentious issue, reflecting broader debates on the role of education in shaping national identity and global citizenship. While some scholars argue that nationalism is essential to fostering a sense of belonging and loyalty among young learners, others caution against the risks of indoctrination and exclusionary nationalism.

The challenge for educators is to navigate these tensions, fostering a sense of national identity, while also promoting global awareness and critical thinking. Ultimately, the promotion  of nationalism in education must be approached with nuance and balance, recognizing both the benefits and risks of nationalist narratives in a  globalized world.

This study aims to instill nationalism and patriotism among young learners  in the digital age using a localized interactive ebook in the medium of their  mother tongue,; Tagalog. It recognizes the need to engage children in  learning about nationalism through innovative methods. It explores the  use of interactive e-books as a new teaching approach, presenting national  symbols, history, and values. By utilizing interactive, multimedia,  and personalized features, this study examines how to cultivate love  for the country, respect for national heritage, and a deeper understanding of  Filipino identity among young learners. The findings can guide teachers,  curriculum developers, and parents in developing effective strategies to  promote nationalism in the digital world, shaping learners to become  intelligent, responsible, and patriotic citizens.

It seeks to induce cognitive, emotional, and behavioral growth in accordance  with national values while presenting Filipino symbols, history, and values in  an easy and, engaging manner. In the Philippine context, blending local  culture and language through technology can maximize identity and  patriotism in children. The findings provide insights to educators  and stakeholders in developing digital strategies that create patriotic,  responsible, and culturally responsive citizens. This study explores  how interactive, localized e-books can be used as an educational tool to foster a sense of nationalism among young  learners. It focuses on content that is specific to learners’ local  culture, history, and values.

The general problem of the study is: How can localized interactive e-books effectively promote nationalism to young learners?

Specifically, the study will seek answers to the following questions:

1. How do teachers view the promotion of nationalism in early childhood education using localized interactive e-books?
2. How may the localized story be properly written? In terms of:

2.1 Originality

2.2 Inclusive

2.3 Language

3. How may localized interactive e-books be developed? In terms of:

3.1 Design/Visual Graphics

3.2 Interactive Features

4. How may the localized story and interactive e-book website be evaluated?
5. How may the localized interactive e-books be properly implemented in the classroom?
6. How may the technological acceptability of localized interactive e-books be evaluated? In terms of:

6.1 Perceived usefulness of Interactive e-books

6.2 Perceived ease of use of Interactive e-books

6.3 Attitude toward using Interactive e-books

6.4 Intention to use

7. How may the usability of the localized interactive e-books be evaluated?
8. How do teachers perceive the contribution of localized interactive e-books in fostering nationalism among young learners?

RELATED LITERATURE AND STUDIES

Importance of Mother Tongue 

The importance of the mother tongue in kindergarten is widely recognized, as it significantly enhances language and cognitive development. Utilizing a  child’s first language facilitates better understanding and communication,  which are crucial for effective learning. According to (2024), UNESCO  declared International Mother Tongue Day on February 21, which  reminds us of the importance of preserving the mother tongue. Professor.  Wayan said that the mother tongue is the foundation of an individual’s  understanding of the basic concept, “Mother tongue strengthens the  connection between individuals and their families and communities.”

Studies have consistently shown that children who receive education in their  native language develop stronger cognitive skills, particularly in  critical thinking, problem-solving, and creativity. This solid foundation lays  the groundwork for future academic success, allowing them to not only  grasp complex subjects but also excel in other languages that they may  encounter later. Beyond academic benefits, native language  education fosters a sense of self-worth and cultural identity. When children express themselves confidently in their native language, they radiate self-assurance and a deep connection to their heritage. This intrinsic  motivation fuels their desire to learn, propelling them forward on their  educational journeys (Sundararajan 2024).

Empowering Young Children with Folktales and Storytelling

Storytelling is a way to verbally explain something to a child. It is  an oral tradition of passing stories and histories among Indonesians Setiawan et al., (2020). The education field integrates technologies into storytelling methods in classroom settings. The digital  storytelling concept is also useful for preserving long-forgotten cultural  heritage. Furthermore, digital storytelling can increase students’ engagement, motivation, and achievement in the learning process. Creating  a child-centered, action-oriented, and transformative approach through  storytelling will incorporate the requisite knowledge, values, skills, and  behaviors to promote sustainable development. The local culture in  folktales can carry the past in the future. The history, culture, and morals  of the past can be learned and used in both the present and future.

Designing Story for Kindergarten Learners Using Mother Tongue

Designing stories for kindergarten learners using their native language can significantly enhance their learning experience, vocabulary  skills, and cognitive development. Utilizing the language, children are most  familiar with fostering better comprehension and engagement, as proven by various studies. In addition, (Balacano, 2020) supported this with a report that teachers who used Juan Tama storybooks recognized this  medium of instruction as effective.

This created a room to provide training for teachers in creating storybooks  and instructional materials by increasing awareness of the significance of  mother tongue-based instruction and  prioritizing mother tongue  acquisition in assessing pupils’ achievements as improvement.

Similarly, in of (Ghafar, 2024), to support the pupil’s language skills, they integrated stories into their curriculum, which inspired  vocabulary broadening and enhanced communication abilities among the  pupils..

Effectiveness of Interactive E-book in Young Learners

The use of digital services in the 21st century has increased owing to the  advancements in technology that we are currently experiencing.  Educational materials/different tools can now be found and used on the  internet for children.

Owing to the use of smartphones and tablets, some studies have shown  the effectiveness of e-books in early childhood education in broadening their  knowledge of vocabulary skills. Digital tools facilitate learning more  interactively than traditional methods. The study of  (LópezEscribano et al. 2021) shows that e-book stories improve awareness  and ability to work with sounds in spoken language and vocabulary as  compared to traditional and  regular school programs. Well-selected, animated, and interactive e-books  presented in contexts and situations that were carefully designed by the  researchers showed better outcomes than older static digital  books. This shows that systematic adult planning of intervention  sessions resulted in greater intervention than non-enhanced interventions.  Similar to the digital games developed in this study,  interactive e-books can provide a rich learning experience.

They can offer  immediate feedback, allowing children to learn at their own pace and revisit  challenging concepts, which can enhance their understanding of literacy  skills (Taopik, 2024). Interactive features that align with a story can  enhance story recall among preschool children. This means that when  children interact with an e-book in a meaningful way, they are more  likely to remember the story and its details, which is crucial for their reading  development (Liu et al., 2024).

Effectiveness of E-book Intervention

E-books can assist children in learning in several ways. Cadre  e-books have adaptive learning that accords  with each child’s capacity  to aid them in their understanding of what they read (Liu et al. 2024).  Comprehension and vocabulary building are clearly defined  ebook features that promote learning in interactive e-books (Zhao et al.  2024). In addition, through a motivational ebook, children can be  encouraged to read and learn, making them love the study task (Flanagan,  et al. 2021).

Importance of Nationalism in Early Childhood

Nationalism significantly influences early childhood development by shaping  children’s character and identity. Instilling national values prepares them for  global challenges and fosters a sense of belonging and responsibility  towards their nation. According to Yuliandoko et al. 2023 early exposure to  nationalism cultivates a strong sense of national identity among children.  This is crucial, as it enables them to value their culture, history, and the  principles that shape their nation, preventing them from losing their  national identity.

In early childhood education, nationalism plays a crucial role in  preserving cultural heritage. Incorporating nationalism into character education encourages values, such as  tolerance and mutual respect.  This approach is particularly crucial in inclusive environments, where  children with special needs may experience bullying or exclusion. By  nurturing a sense of nationalism, children can learn to honor differences and  value  their classmates’ uniqueness (Diana et al., 2021).

Importance of Nationalism in Learners’ Identity

Nationalism plays a crucial role in shaping learners’ identities by fostering a  sense of belonging and pride in their cultures. It helps to maintain national  identity and promotes values that strengthen social unity. When nationalism is integrated into education,  students  develop their character, appreciate diversity, and reinforce  their commitment to their country. The following sections explore the  significance of nationalism in the development of learners’ identityies.

History education is crucial for instilling nationalist values in students and, fostering cooperation and respect through processes such as value  transformation(Nashihin et al., 2024). National identity is important for  students’ character development, as it fosters key values, such as patriotism,  tolerance, and social responsibility. Understanding national identity  can lead to positive social behaviors and a stronger sense of belonging  among students (Sigalingging & Nababan, 2023).

Designing Interactive E-book

Designing interactive e-books for early childhood pupils implies  incorporating educational strategies that improve their literacy and  cognitive skills. Research indicates that effective e-book design should  incorporate interactive features that align with educational goals, support  story comprehension, and engage children through familiar experiences.

According to Sullivan,  (2021), pre-primary teachers reported that storytelling activities have a positive influence on reading motivation. This  suggests that engaging with literature through storytelling can foster  love  for reading, which is crucial in early childhood education.

The interactive  picture book aims to provide a richer reading experience for children by  integrating interactive features relevant to the story (Liu et al.,  2024).

Factors such as designing roping content with e-books and interactive  features that stimulate children and include features to help develop the  children’s experience require consideration when creating interactive  e-books. According to Rahman et al. (2024), children should also be  motivated to engage  in e-book content. It is also necessary to provide e-books with multilingual support to various  people or children to promote effective learning (Nyenooke et al., 2023).

Integration of E-book in Early Childhood

It is important to note that the inclusion of e-books in children’s  education will encompass many resources  required for  successful implementation. The first requirement is that there should be  training and support for teachers to enable them to  adapt to  e-books in their classes (Cubillas et al. 2024).

There should also be sufficient resources to purchase and maintain e books and the required technological infrastructure (Ali, 2022).

Exploring Nationalism in Early Childhood Education

Introducing the history of national struggles through storytelling can instill  nationalist values among children. This method makes complex historical narratives accessible and engaging for young  learners. Instilling nationalist values in children can be effectively achieved  through engaging activities that incorporate the stories of Indonesian  heroes, such as playing learning videos, designing project activities for  Heroes’ Day, and storytelling books or pictures about national heroes. It is recommended that these activities should not be limited to Heroes’ Day  alone, but should be developed continuously to enhance children’s  understanding and foster a lasting sense of nationalism.(Yatmin et al., 2023).

Patriotic education involves cognitive, emotional, and behavioral  components that collectively foster  love for the motherland and its  people. It emphasizes that patriotic education is an integral part of a child’s  personal development, reflecting love for their country and an appreciation  for national symbols and traditions (Solonska, 2024).

The use of digital storytelling (DST) in technologically equipped kindergartens allows children to  interact creatively and meaningfully with their cultural narratives . It is an effective tool to promote national identity among preschool children. It engages young  learners to explore their cultural heritage and, fosters a sense of  pride and belonging (Almohaimeed & Amzah, 2024).

METHODOLOGY

This study employed a mixed-methods approach that, combined quantitative and qualitative techniques.  By combining  qualitative and quantitative methods, this study aimed to provide a  comprehensive understanding of how a localized video e-book can promote  nationalism among young learners. The selected methods were aligned with  the research questions and objectives to, ensure the collection of valid  and reliable data. This mixed-methods approach allowed researchers to  analyze both measurable outcomes and deeper perceptions, offering a  holistic view of the impact of the intervention.

The research employed an exploratory sequential design, starting with a  qualitative approach, followed by a quantitative approach, to investigate the  effects of the localized video e-book. This design was chosen because it  allows triangulation of data, ensuring a more robust and credible  understanding of the research problem. This qualitative, study  explored themes of engagement, emotional response, and cultural relevance  through classroom observations, interviews, and focus groups. For  quantitative analysis, the study examined variables such as teachers’  acceptance and usability of the technology and learners’ gains in knowledge  about national symbols and cultural concepts, using established models such  as Technological Acceptance. Model (TAM) and System Usability Scale (SUS). This combination of  methods provided both statistical evidence and rich narrative insights,  strengthening the validity of the findings and addressing research  objectives from multiple perspectives.

The participants consisted of 5 kindergarten teachers and 50 kindergarten  students from a school in Pulilan, selected through purposive sampling.  Teachers and students were chosen based on their direct involvement in  kindergarten-level instruction and learning, ensuring the study’s relevance  of the study to theits target population. The students, aged 5-6 years old,  represented being a local in the municipality. Ethical considerations were  carefully observed, andwith informed consent was obtained from the  teachers, and school administrators. Inclusion criteria focused on  participants’ willingness to engage in the video e-book intervention and  related data collection activities.

Several research instruments were used to collect  quantitative and qualitative data. For qualitative data, structured interview  questions were developed to systematically capture indicators of teachers’  perceptions of the localized video e-book regarding student engagement,  participation, emotional reactions, and cultural relevance. For  quantitative assessment, the checklist for story creation (Lynch-Brown &  Tomlinson et al., 1999), Likert Scale for the development of the video e-book  (Bozkurt et al., 2015),  Technological Acceptance Model (TAM) (Santos  et al., 2021), and System Usability Scale (SUS) Santos et al., 2023)  were used to evaluate teachers’ perceptions of the usefulness, ease of use, and overall satisfaction of the video e-book.

All the  instruments were validated prior to full implementation to ensure reliability  and clarity.

First, preparatory activities included obtaining ethical clearances, securing  consent, and developing atlocalized video e-book using multimedia  elements, such as animations, Filipino-language voiceovers, and interactive  activities centered on Pulilan’s landmarks, festivals, and history based on the  teachers’ answers through the researchers’ interviews. Content validation  was conducted by a panel of experts from different fields appropriate for  what the experts are validating.

The intervention phase began with creating a lesson plan for localized  video e-books. Teachers then implemented the video e-book over a specified  period, during which classroom observations were conducted to document  real-time engagement and participation. Following the intervention, a post  interview was conducted with the teachers, to determine if  there wa’s a positive impact on using the localized video e-book.

Finally, data statistical treatment involved finding the mean, standard  deviation, average, and interpretations of the Checklist, Likert Scale, TAM,  and SUS for quantitative data,  thematic analysis for qualitative data,  and identifying categories and themes. Throughout the research, reliability  and validity were strengthened through the triangulation of data sources,  expert reviews, and consistent administration procedures.

RESULT AND DISCUSSION

This study presents a detailed analysis and interpretation of data. The focus is on evaluating the effectiveness of localized  interactive e-books as a pedagogical tool in promoting nationalism among  young learners.

Through a comprehensive examination of the data, this study aims to  contribute to the understanding of how such educational resources can  influence the development of national identity in academic settings.

Part I. Teachers’ perception of localized video e-book in promoting nationalism among young learners.

The table below shows the constructed categories and themes derived from the responses of the teacher to the interview questions that  the researchers conducted.

Table I Perspective Of Teachers In Using Localized Story For Promoting Nationalism Among Young Learners.

Table 1 presents the three main themes that emerged from teachers’ responses. All interviewees had similar answers, and the  researchers concluded that they belonged to the same theme,  Theme 1. The answers of T1, T2, and T3’s  identified the second  theme, which  technology in literacy. Finally, T1, T3,  and T4 concluded that accessible and educational tools, such video  e-books, can help promote nationalism.

Part II. The evaluation of the  localized story in terms of originality, inclusive, and language used, and video e-book in terms of designs, visual graphics and interactive features.

Story authenticity was verified by submitting the manuscript to a plagiarism scanning system operated by at university library. The  plagiarism check confirmed the proper source citation throughout the paper  and established that the work followed academic integrity standards.  Developing the localized story required multiple rounds of revisions  to make it both original and genuine to the community it showed.

The story transitioned to Pulilan as its main setting, which improved its  connection to the students’ day-to-day environment and local culture. By  making this choice, the story now included a representation of younger  students, which enabled them to identify with their own experiences, thereby cultivating a sense of cultural integration.

The evaluation of language accessibility required children to participate in a reading session in which evaluators asked  them about their familiarity with specific words. Doc Sally recommended  this method for at story’s language assessment, which helped validate the ‘ suitability of the materials for young readers. Moreover, the use  of language from the mother tongue proved vital for creating a story that the  students found more interesting to follow.

Table Ii   Frequency and Percentage Distribution Table of the Content of the Story

Table II presents the results of the story-content evaluation.  The table above indicates that all three validators unanimously agreed ( 100 % “Yes”) on every criterion of the content evaluation. This consensus  confirmeds that the story met the required standards. Evaluators  found the story original, engaging, and curiosity-inducing, with appropriate  and diverse characteristics in terms of skin tones, ethnicity, and  cultural backgrounds. Additionally, they agreed that the language was  simple, clear, and suitable for learners, featuring familiar vocabulary and  repeatable phrases to enhance retention. Overall, the material received  excellent feedback across all aspects, meeting the standard requirements  of the intended learners.

Table III Descriptive Measure Of The Localized Interactive E-Book In Terms Of Its Design And Visual Graphics.

Table III presents the results of the localized video e-book in terms  of  design, visual graphics, and interactive features. The results indicate  that illustrations of the story are  easily recognizable and artistically  appealing, encouraging creativity among young learners. It maintains  consistency in style, tone, and color palettes. This demonstrates that  the respondents strongly appreciated the interactive features of the localized interactive e-book, which successfully improved their learning  experiences. With an average mean of 4.83 and a standard deviation of 0.14 , the findings confirm that the design and visual elements of the e-book met  the standard, making it engaging, visually appropriate, and interactive for  the learner.

Part III. The Technological Acceptance Evaluation of the Localized Video E-book in terms of Perceived usefulness, Perceived ease of use, Attitude toward using Interactive e-book, and Intention to use.

The tables below provide insights into the technological acceptance of   video e-books in the classroom. Thus researchers know  that their product is effective in terms of its perceived ease of use, attitude  towards using the interactive e-book ,and intention to use it.

Table Iv Descriptive Measure Of The Technological Acceptance Model (Tam).

Table IV shows that the respondents strongly agree with the educational value of interactive e-books, respondents highly concur with the user-friendliness of interactive e-books, and illustrates a consensus in positive orientation toward utilizing interactive e-books in the classroom, and signifies high agreement among respondents on the use of interactive e-books in teaching, with an average mean of 4.9, and standard deviation of 0.14.

Part IV. The System Usability Scale Evaluation of the Localized Video E-book.

This part laid out the results of using the system usability scale. This helped the researchers to know the usability of the interactive e-book inside the classroom.

Table V Descriptive Measure Of The Localized Video E-Book’s System Usability Scale (Sus).

Table V presents the results of the study in terms of the localized interactive  e-books System Usability Scale (SUS). The table shows how they  would like to use interactive e-books when they find that various functions  are well integrated. with an average mean of 3.74 , a standard deviation  of 0.34 for all items, and receiving a total of 94 system usability scale scores,  indicating an excellent mark. Through this, they can easily implement it in their classroom to make their teaching to learners more engaging,  meaningful, and fun.

Part V.  How do teachers perceive the contribution of localized video e-books in fostering nationalism among young learners after the implementation?

The last part of the study was the post interview of he teachers  regarding the interactive e-book as a tool to promote nationalism among  young learners. The teachers responded positively when using the localized video e-book. Table below shows the derived categories  and themes based on the teachers’ responses.

Table VI Perspective Of Teachers In Using Localized Story For Promoting Nationalism Among Young Learners.

Table VI presents the three main themes  derived from these post-interview. The T1, T3, and T5 answers produced a theme that says that  relatable content fosters nationalism, and learners can easily instill  nationalism through the feeling of belongingness. All interviewees indicated  that learners could internalize the localized story if it was multisensory,  thus catering to their  different needs. Lastly, T1 and T4 said that  read aloud and animation e-books were effective in assisting  educators in teaching nationalism. When used appropriately, it is  helpful in disseminating information about the learners’ heritage,  culture, and tradition, which

Interpreting these findings, it is evident that the integration of localized cultural elements within an interactive e-book format effectively fosters nationalism and cultural identity among kindergarten learners. The teachers’ qualitative feedback confirmed that familiar narratives and relatable cultural symbols allowed children to emotionally connect with national values, consistent with prior research by Nasution (2024). The originality, inclusiveness, and age-appropriate language of the e-book also aligned with best practices in culturally relevant pedagogy, as emphasized by de Bruijn et al. (2021) and Nishanthi (2020).

Additionally, the strong visual and interactive design contributed to cognitive engagement, affirming the importance of multimedia design in early learning contexts (Al Ahmad, 2024).The positive evaluations regarding perceived usefulness, ease of use, and teacher attitudes toward the e-book suggest that localized interactive tools can be effectively integrated into classroom instruction to support both academic and cultural objectives.

This finding aligns with Darmawan (2024) and Thangkratok et al. (2024), who noted that digital tools enhance motivation and improve learning outcomes in early childhood education. Interestingly, although the development process encountered expected technical challenges, the final SUS score of 94 exceeded initial expectations, echoing observations by Vlachogianni and Tselios (2023) that high usability is key to teacher satisfaction and effective classroom adoption.

When compared to previous studies, the results reinforce the growing evidence that carefully designed interactive features significantly boost educational value, engagement, and retention, as shown by Liu (2024) and Jácome-Guerrero et al. (2024). While the findings are promising, the study acknowledges certain limitations. The small sample size and focus on a single municipality limit the generalizability of the results. Furthermore, the e-book was tested within a specific cultural and linguistic context, which calls for broader validation in diverse educational environments.

Overall, the study demonstrates that localized video e-book offer a powerful, culturally grounded approach to early childhood education, strengthening national identity while supporting academic objectives. By integrating these tools into classroom practice, educators can create more engaging, meaningful, and culturally responsive learning experiences for young learners.

CONCLUSION

The most significant findings revealed that students not only retained more  cultural knowledge after the intervention, but also showed heightened  interest and emotional connection to the material.

Additionally, the teachers rated the tool as highly accepted and usable,  indicating its potential for integration into standard curricula. These  contributions are important because they extend the current understanding  of the role of educational technology, not only  in cognitive  development, but also in promoting nationalism in early childhood  education.

The broader implications of this research suggest that educational  policymakers and curriculum developers should consider investing in  localized digital learning materials to strengthen the cultural identity and  social cohesion of young learners.

Future studies can build on these  results by examining long-term impacts, expanding them to other regions,  and exploring how such tools can involve parents and communities for even  greater effects. Ultimately, this study reinforces the value of combining  technology with culturally meaningful content, offering both theoretical  insights and practical applications that can shape future educational  practices and policies. of child-friendly and non-toxic materials to maintain  safety standards and localization of every material. Schools and early  childhood educators should consider incorporating interactive games, into teaching literacy to enhance learners’  literacy skills.

Based on the findings of this study, the researcher recommends that  educational institutions should prioritize the adoption of localized video e books in early childhood education to foster national pride and cultural  awareness among young learners. Given that the current research was  limited to one municipality, broader implementation and validation across  diverse regions is essential to ensure effectiveness on a national scale.  Schools should integrate these culturally rich, interactive tools into their curricula to provide relatable and engaging learning experiences that  nurture children’s identity and appreciation of their heritage.  Additionally, institutions must establish comprehensive teacher training  programs and ongoing technical support to equip educators with the  necessary skills to use digital materials effectively, moving  beyond traditional print-based instruction. Future research should focus on  developing a widely accessible mobile application version of the video e book, expanding reach through platforms such as the App Store or Google  Play, enabling both teachers and families to engage with localized,  culturally meaningful content anytime, and reinforcing learning both inside  and outside the classroom.

ACKNOWLEDGMENT

The researchers extend their heartfelt gratitude to everyone who  supported and accompanied them throughout this research journey. We are  deeply thankful to our thesis adviser, Doc. Joseline M. Santos, for her  unwavering guidance, expertise, and constant encouragement,  greatly shaped the direction and quality of this work. We express our  sincere appreciation to Doc. Sally Tolentino, whose thoughtful guidance and  advice in writing the story portion of the study were invaluable.

We also thank Sir Joel B. Faustino, our research critic, and  Ma’am Esther G. Domingo, our research adviser, for their insightful  feedback, constructive recommendations, and steadfast support that  strengthened this thesis. We are profoundly grateful to the expert validators, ICT validators,  master’s teachers, and teachers of Pulilan Central School, who  welcomed us with open hearts and generously shared their time, knowledge,  and expertise. We offer our deepest thanks to the kindergarten teachers  and students of Pulilan Central School, without whom this  research would not have been possible. Your cooperation and openness  provided the foundation for this study’s success.

Finally, we extend our deepest gratitude to our families, friends, and  loved ones, whose encouragement, understanding, and unwavering support  sustained us through every challenge. Above all, we give thanks to the Almighty God, whose strength, wisdom, and grace guided us in completing  this research. This work stands as a testament to his enduring faithfulness  and blessings.

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