MULTIMODAL LITERACIES IN DIGITAL ARTS’ EDUCATION: CULTURAL IDENTITY, CREATIVITY, AND LANGUAGE DEVELOPMENT IN 21ST CENTURY CLASSROOMS

Abstract

The integration of digital technologies into arts education has fundamentally transformed the modes through which students interpret, create, and communicate meaning. Multimodal literacies, encompassing visual, textual, auditory, gestural, and digital modes, are increasingly essential in fostering 21st century competencies. This study investigates the role of multimodal literacies in supporting cultural identity, enhancing creativity, and promoting language development within diverse educational contexts. Employing a bibliographic research methodology combined with bibliometric mapping and critical discourse analysis, the study systematically examines 148 peer-reviewed publications published between 2012 and 2025. Bibliometric analysis reveals trends in publication frequency, citation counts, and geographic distribution, highlighting the growing global attention to multimodal pedagogies. Findings indicate that multimodal learning environments not only facilitate learner engagement and creative problem-solving but also empower students to articulate cultural narratives and develop linguistic proficiency across modalities. Conceptual frameworks synthesized from the literature suggest that effective multimodal pedagogy requires integration across three interconnected domains: technological fluency, cultural and identity awareness, and creative literacy development. The study contributes to a comprehensive understanding of how digital arts education can simultaneously advance cognitive, cultural, and linguistic competencies, equipping learners for complex, digitally mediated environments.