Theatrical Narrative as a Means of Educating in Empathy and Social Sensitivity
Theatrical Narrative as a Means of Educating in Empathy and Social Sensitivity

Summary/Abstract: This article examines the potential of the theatrical narrative as a means of developing empathy and social sensitivity in primary school children. In the context of increasing technological advancement and the growing integration of Artificial Intelligence (AI) into the educational process and beyond, there is an increasing need for pedagogical approaches that develop not only cognitive, but also socio-emotional and moral competencies in pupils. The study explores the pedagogical potential of theatrical narrative and dramatized educational tales as a means of supporting the development of empathy and social sensitivity in primary school pupils. The narrative tales reveal the experiences of children with chronic diseases (asthma, diabetes, epilepsy), conveyed metaphorically, without medical terminology and labelling. The aim was for pupils to step into the character's perspective, to experience the situation from within and, through action, to discover what support, acceptance and care truly entail. The study was conducted in a real school setting with the participation of 24 second-grade children. The theatrical performances were prepared and enacted by nine students from various pedagogy programmes at Trakia University, Stara Zagora, in collaboration with two teachers. The data was collected using observational protocols with predefined indicators for emotional reaction, engagement, and willingness to cooperate. The results indicate a clear increase in pupils' involvement and empathic responses during the theatrical activities. The proposed educational approach has potential for application across diverse educational settings and offers an alternative approach that integrates technological innovation with human interaction, collaboration, and value-based education. Teachers describe the model as applicable and adaptable to various instructional situations. The presented work forms part of a broader study, the full analysis of which will be addressed in a subsequent publication.

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