Qualitative study explores how AI-enhanced digital storytelling and problem-based learning improve entrepreneurial skills in university students, suggesting strong educational benefits.
Abstract The study examines the applications of problem-based learning (PBL), Agile project management, and AI-enhanced digital storytelling in experiential learning to develop entrepreneurial and team-related proficiency among higher education learners. By getting a deeper look at an imaginary case study (the so-called Vision Team, an interdisciplinary team of students whose task is to create and market digital stories that align with Saudi vision 2030), the study presents how the collaborative platform (e.g., Trello, Miro), AI-based content generation tools (ChatGPT, Merlin, Leonardo), and iterative Agile sprints can assist with the development of the skills. Using a mixed-methods scenario that comprised project logs, peer and self-evaluations, and evaluator feedback, the study found significant gains in the sections of creativity, task ownership, leadership, and communication. The model's real-life successes, such as content monetization and user adoption, also demonstrate its value. Its results reemphasize the viability of integrating PBL, Agile techniques, and newer technologies in teaching entrepreneurship, as well as providing an instructional lesson for other business and media curriculum developers.
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Alaidaros et al. (2025) studied this question.
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