02483nas a2200349   4500000000100000000000100001000000100002008004100003260000800044653002200052653003300074653002300107653002800130653001400158653001900172653001200191653001900203653001700222653001000239653002400249653002500273100002000298700002300318700002500341700001600366245016000382856014300542300000900685490000700694520141200701022002002113       2020                            d  cnov10acultural heritage10aIntangible cultural heritage10aDigital technology10aSustainable development10aEducation10aSustainability10astudent10aSustainability10astorytelling10achild10aenvironmental issue10atechnological change1 aStavroula Tzima1 aGeorgios Styliaras1 aAthanasios Bassounas1 aMaria Tzima00aHarnessing the Potential of Storytelling and Mobile Technology in Intangible Cultural Heritage: A Case Study in Early Childhood Education in Sustainability  uhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85096013080&doi=10.3390%2fsu12229416&partnerID=40&md5=e80fe4bb6656701f750846614f3dab6e  a1-220 v123 aDigital storytelling can offer multiple benefits both to students and teachers, and new media provide multimodal ways to produce, transmit and communicate stories. In parallel, the need to engage preschool children with the creative use of technology emerges in order to address concerns that arise from the modern way of life and the need to safeguard intangible cultural heritage and to communicate its value for sustainable development. The current study presents an example of digital storytelling utilization in a preschool class to raise awareness on sustainability issues. A linear digital storytelling was created, representing a local myth about watermills, then an educational intervention was conducted, where the myth’s digital representation was used as an educational tool to raise awareness on local cultural heritage and sustainability issues and also as an example to inspire and guide teachers and students to create their own stories. Results showed that the digital storytelling was an effective educational tool to the acquisition of new knowledge and the motivation of preschool children’s interest about the cultural asset of watermills and that the production of digital storytelling is feasible in the class context. These findings prove the potential of digital storytelling and mobile technology by using low-cost devices and applying simple techniques in preschool education.  a20711050 (ISSN)