Digital artivism and teacher training: towards critical and civic education

Abstract

Initial teacher education requires methodologies that foster critical thinking and civic engagement. Digital artivism, understood as the intersection of art, activism, and digital culture, emerges as an innovative strategy to create transformative educational experiences. This study explores the potential of digital performance in the training of future Early Childhood Education teachers at the University of Alicante. Using a mixed-methods design (pretest–posttest questionnaires and qualitative analysis of performative productions on Instagram), with a sample of 123 students, we assessed changes in cultural participation, valuation of art and critical thinking, and perceptions of performance as an educational and social resource. Findings reveal significant improvements across all dimensions, confirming the relevance of digital artivism as a didactic tool to address citizenship, diversity, and ecofeminism. We conclude that these practices strengthen critical and civic competences, fostering a more inclusive and socially committed teaching practice.