Building the Foundations: Integrating Multiple Intelligences and Digital Literacy to Support Merdeka Belajar in Teaching English to Young Learners

Abstract

The rapid development of globalization and digitalization has transformed education systems worldwide, demanding early English mastery as part of 21st-century skills. In Indonesia, the Merdeka Belajar curriculum aims to foster independent, creative, and critical learners by integrating technology and constructivist learning principles in early childhood education. This study explores how teachers utilize digital literacy and the Multiple Intelligences (MI) framework to enhance Teaching English to Young Learners (TEYL) in five Islamic kindergartens across Central Java. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and documentation analysis. Findings indicate that teachers integrate various digital tools—such as interactive videos, digital flashcards, and language learning apps—with MI-based strategies like musical storytelling, visual art creation, kinesthetic games, and interpersonal role plays. These combinations effectively increase learners’ engagement, pronunciation accuracy, vocabulary retention, and confidence in using English. However, challenges remain in curriculum alignment with Merdeka Belajar standards, limited access to digital resources, and teachers’ insufficient training in technology-enhanced pedagogy. The study concludes that the integration of MI theory and digital literacy fosters a more holistic, inclusive, and child-centered English learning environment in Islamic early childhood contexts. Pedagogical implications highlight the need for systematic teacher training, the development of culturally relevant digital resources, and curriculum refinement to better accommodate diverse learner intelligences within the Merdeka Belajar framework.