The last decade has been marked by the rapid development of digital platforms for learning and teaching and the growing need to identify tools and methods that best support the achievement of educational goals. This trend became particularly evident during the last five years, when the COVID-19 pandemic forced education systems to shift toward digital learning regardless of infrastructure readiness or the level of development of teaching methods. This review paper focuses on digital storytelling as an alternative teaching method in a digital environment. Through an analysis of existing professional and scientific literature, the authors define the concept and present its main characteristics. Digital storytelling has proven especially effective when students create their own digital stories, as it combines traditional instruction with digital media and serves as a strong motivational tool for developing communication competence. Research indicates that successful implementation requires a structured approach, including preparatory activities, teaching activities such as brainstorming and discussions, and feedback sessions. This contribution also outlines a concise implementation rubric and milestones that instructors can use to integrate digital storytelling into business and economics courses with minimal additional infrastructure. Teachers report that properly integrated digital storytelling has a stimulating effect on students’ academic achievement, highlighting its potential as a contemporary didactic method for future educational practice.
Žunac et al. (Wed,) studied this question.