Background: In business and economics education, digital storytelling has emerged as a multimodal pedagogical approach, while the growing presence of artificial intelligence has introduced new opportunities and risks related to overload, authorship, and responsible tool use. Objectives: This paper examines the relationship between digital storytelling and burnout-related issues in business and economics education, and seeks to position artificial intelligence as a contextual factor that may influence both the benefits and risks of this pedagogical approach. Methods/Approach: The paper is based on a literature review of studies identified in the Web of Science database. The selected studies were analysed thematically with a focus on digital storytelling, communication, engagement, and burnout-related challenges in higher education. Results: The reviewed literature indicates that digital storytelling is associated with improved communication skills, stronger motivation, greater learner engagement, and more meaningful participation in learning activities. Conclusions: The findings indicate that digital storytelling has relevant pedagogical potential in business and economics education, particularly in strengthening audience-oriented communication, narrative coherence, and active student participation. However, these benefits are not automatic, as their sustainability depends on structured implementation and on limiting the additional cognitive and technical demands associated with artificial intelligence-supported learning.
Žunac et al. (Thu,) studied this question.
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