Mixed-methods study finds digital storytelling reduces stress and depression while enhancing intercultural communication among international students.
Objective International students often face significant psychological distress and intercultural challenges during their academic transition. This study aimed to evaluate the effectiveness of a structured English digital storytelling (DST) intervention in improving their mental health and enhancing intercultural communication competence. Methods A mixed-methods approach was adopted, involving 120 international students from diverse cultural backgrounds at a large university. Participants were randomly assigned to an experimental group (n = 60), which completed an 8-week DST program involving creating and sharing personal narratives through digital media, or a waitlist control group (n = 60). Pre- and post-intervention assessments were conducted using the Depression Anxiety Stress Scales (DASS-21) and the Intercultural Sensitivity Scale (ISS). Qualitative data were collected through semi-structured interviews. Results Quantitative results showed a statistically significant reduction in stress, anxiety, and depression (p<.01) and improved intercultural sensitivity (p<.05) in the experimental group compared to the control group. Qualitative analysis revealed that DST provided emotional catharsis, reduced isolation, and promoted a sense of community and cross-cultural understanding. Conclusion The English digital storytelling program proved to be an effective dual-purpose intervention, alleviating psychological distress while strengthening intercultural communication skills. Integration of DST into support services for international students is recommended to facilitate their holistic adaptation and well-being.
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Xue et al. (2025) studied this question.
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