Digital Literacy and Critical Pedagogy: Transforming Multicultural Education Through Digital Storytelling

Mila Zhu, Katheryn Shannon, Christopher Ourth

Abstract

This paper explores the transformative potential of digital storytelling in higher education, focusing on its role in fostering critical thinking, social empathy, and engagement with systemic injustices. Anchored in Paulo Freire’s critical pedagogy and contemporary theories of digital literacy, this study examines how courses integrate digital storytelling to empower students as agents of change. By analyzing exemplary student projects, the paper demonstrates how digital storytelling bridges the gap between academic inquiry and societal advocacy, equipping learners with the skills and awareness necessary to address cultural and structural inequities. The findings highlight the dual impact of this approach on educators and students, emphasizing its capacity to reimagine education as a tool for equity and inclusion.

Keywords: Digital Storytelling, Critical Pedagogy, Multicultural Education, Digital Literacy, Cultural Responsiveness, Higher Education, Social Justice

Introduction

Challenges and Opportunities in a Transformative Era

Higher education in the United States is undergoing significant social transformations, reshaping its societal role. The rapid evolution of digital technologies has revolutionized knowledge production and dissemination, necessitating a reevaluation of educational practices (Selwyn, 2019). Global interconnectedness has expanded the reach and impact of higher education, fostering cross-cultural exchanges and collaborative research (Szadkowski, 2018). Additionally, there is an increasing demand for inclusive and equitable learning environments that address systemic inequalities and promote social justice (Ajjawi et al, 2023). Consequently, universities are called upon to transcend traditional knowledge dissemination roles and embrace their potential as agents of societal transformation. This shift requires a critical examination of existing educational frameworks and practices to align with contemporary societal needs.

Digital technologies, particularly, have revolutionized the ways in which knowledge is produced, shared, and consumed. They offer unprecedented opportunities for participatory learning and democratized access to information while simultaneously presenting challenges related to misinformation, digital divides, and algorithmic biases (Selwyn, 2019). These dynamics necessitate a rethinking of digital literacy as a foundational skill for navigating the complexities of the modern world. Concurrently, a new wave of social movements has emerged, advocating for equity and justice and urging institutions, including universities, to play an active role in addressing systemic issues. Recent initiatives such as the ‘Stop Cop City movement’ in Atlanta emphasize environmental justice and community-centered activism, while renewed ‘labor movements and strikes’ highlight the need for economic equity and workers' rights (The Social Change Agency, 2023). Additionally, youth-led climate campaigns, building on earlier environmental activism, have brought fresh urgency to the fight against climate change, calling for systemic reforms to avert ecological collapse (Mashable, 2023).

These movements underscore the evolving intersection of education and social activism, amplifying the transformative potential of critical pedagogy. By fostering critical awareness among students, universities can empower learners to challenge dominant narratives and actively contribute to creating a more just and inclusive society (Freire, 2000). As Giroux (2020) suggests, institutions must respond to these societal imperatives by embedding principles of social justice within their educational frameworks. Amid the current social shifts, universities face the dual challenge of preparing students to engage critically with an increasingly complex world while addressing their institutional responsibilities toward societal resilience. By integrating approaches like digital storytelling into multicultural education, educators can cultivate critical thinking, social empathy, and active citizenship—essential capacities for addressing the challenges of the 21st century.

Key Terms and Definitions

Digital Literacy. The ability to navigate, evaluate, and create information using digital technologies. This encompasses critical thinking skills required to assess digital content, ethical considerations in online engagement, and technical proficiencies in media production (Ng, 2012).

Critical Pedagogy. An educational approach that empowers students to question and challenge power structures, dominant ideologies, and systemic inequities. Rooted in Paulo Freire’s (1970) work, it emphasizes dialogical learning, critical consciousness, and the transformation of education into a means for social change.

Digital Storytelling. A method that integrates multimedia elements such as text, images, video, and sound to create compelling narratives. In education, digital storytelling is used to foster critical thinking, self-expression, and engagement with cultural and societal issues (Gachago et al., 2014).

Cultural Responsiveness. An approach to education that acknowledges, respects, and integrates students’ diverse cultural backgrounds into the learning process. It emphasizes inclusivity, equity, and pedagogical strategies that reflect and validate different lived experiences (Banks, 2004).

Defining the Dual Focus: Digital Literacy and Critical Pedagogy 

Digital literacy and critical pedagogy form a powerful synergy for addressing the challenges of a rapidly changing world. Digital literacy, broadly defined as the ability to effectively navigate, evaluate, and create information using digital technologies, has evolved into a cornerstone of modern education (Ng, 2012). In a digital age characterized by the proliferation of misinformation, the widening digital divide, and the growing dominance of algorithmic decision-making, cultivating digital literacy equips students with the critical tools needed to engage thoughtfully with information and participate actively in a globalized society.

Critical pedagogy, rooted in the work of Paulo Freire, complements this by emphasizing the need for education to empower students to question and transform societal structures (Freire, 2000). Rather than treating learners as passive recipients of knowledge, critical pedagogy positions them as active agents capable of critically interrogating power dynamics, dominant narratives, and systemic inequities. Together, digital literacy and critical pedagogy play a pivotal role in fostering societal resilience. Universities, as hubs of knowledge and innovation, are uniquely positioned to integrate these approaches, equipping students not only with technical competencies but also with the critical awareness needed to address pressing societal challenges. By promoting these dual foci, institutions of higher education can contribute to building more equitable, informed, and adaptable societies.

Courses offering as a Case Study

‘Digital Storytelling’ offers a comprehensive exploration of digital storytelling as a tool for empowering learning communities in diverse contexts, such as K-12 schools, universities, and non-profit organizations. The course integrates theoretical and practical elements, equipping students with the skills to design, craft, and present multimedia narratives addressing authentic community needs. Guided by ISTE and InTASC standards[1], students engage in reflective and experiential learning activities, including project planning, scriptwriting, and the production of multimedia stories using digital tools like video, blogs, and podcasts. Emphasizing creativity and critical inquiry, the course culminates in the presentation of original digital stories that tackle real-world issues, fostering both professional communication and social impact. These processes exemplify the proficiencies delineated by the ISTE Standards. The courses offer graduate students opportunity to engage in the use of digital technologies to develop products that are the result of their own goal setting and planning (Empowered Learner) and design messages to be delivered to a particular audience via digital platforms (Creative Communicator). Thus, graduate students experience and reflect upon the technology use proficiencies which they are charged to develop in their own PreK-12 students (ISTE, 2024).   Meanwhile, ‘Leading in Culturally Responsive Learning Environments’ serves as a dynamic platform for exploring critical pedagogy and digital literacy through immersive, student-centered assignments. The course focuses on equipping graduate students with the skills and perspectives necessary to create inclusive, culturally responsive classrooms. Grounded in Paulo Freire’s principles, the course challenges students to read the word and the world, encouraging them to critically engage with texts, personal experiences, and societal structures. Key assignments, such as the Culturally Responsive (e)Portfolio, empower students to explore themes of identity, diversity, and systemic inequities through various formats, including written reflections, multimedia, and creative projects. Specific portfolio components like Autobiographical Reflections, Border Crossings, Dialectics, Pop Studies, and Micro Studies require students to step outside their comfort zones and critically analyze cultural narratives and representations. Through these courses, students have produced exceptional digital stories that exemplify the transformative potential of integrating critical pedagogy with digital literacy. Notable examples include:

Benjamin Kaliff’s ‘The USWNT and the Wage Gap’: a podcast highlighting gender equity in sports and its broader socio-political implications.

Christopher Ourth’s ‘The Power of Media’: a critical reflection on xenophobia and the political manipulation of media narratives, focusing on the Haitian community in Springfield, Ohio.

Haylee Carroll’s ‘Spoonfuls of Applesauce’: a personal narrative exploring ADHD and societal perceptions of neurodiversity, showcasing the power of storytelling to foster empathy and understanding.

Christian Chase Garner’s ‘Multiculturalism in Final Fantasy’: An analysis of cultural and gender representation in the Final Fantasy series, examining how video games mirror societal norms, challenge stereotypes, and highlight progress in feminist and multicultural ideals. Garner critiques the series’ successes and shortcomings, particularly in addressing racial diversity, non-binary representation, and LGBTQ+ inclusion​

These projects demonstrate how digital storytelling fosters critical thinking and social awareness, allowing students to address complex multicultural issues with creativity and depth. By creating space for personal and societal narratives, the courses included here exemplifies the integration of theory and practice, preparing educators to lead in culturally responsive and critically engaged learning environments.

Theoretical Framework

This study proposes an Integrated Digital Pedagogy Model (IDPM) that synthesizes critical pedagogy, constructivism, connectivism, and multicultural education to examine the transformative role of digital storytelling in higher education. This framework positions digital storytelling as the methodological bridge that integrates these theories into a cohesive structure, enabling students to engage with learning as a socially conscious, networked, and culturally responsive process.

Critical Pedagogy and Digital Empowerment

The foundation of this study is anchored in Paulo Freire’s critical pedagogy, which views education as a transformative practice that empowers individuals to challenge and reshape oppressive societal structures (Freire, 1970). Freire emphasizes the importance of critical consciousness (conscientização)—the ability of learners to critically analyze their realities and take action to transform them. This pedagogy disrupts hierarchical learning models, fostering collaborative dialogue where students and educators co-construct knowledge (Giroux, 2020).

Digital storytelling operationalizes critical pedagogy by allowing students to interrogate power, resist dominant narratives, and articulate their own experiences. As an applied pedagogical tool, it serves as an accessible medium for student activism and reflexivity, providing a space where personal narratives intersect with structural critiques (hooks, 1994). This aligns with the ethics of care (Noddings, 2005), ensuring that education is not just about critique but also about fostering relationships and mutual understanding.

Constructivism and Connectivism: Cognitive and Networked Learning

The constructivist paradigm suggests that knowledge is actively built through experience and interaction (Vygotsky, 1978). Digital storytelling enables students to synthesize personal insights with broader societal themes, supporting deeper engagement with course content. Bruner (1996) posits that storytelling is central to cognition, as narratives shape how individuals make meaning of the world around them. In this way, digital storytelling functions as a constructivist exercise, encouraging learners to actively construct knowledge rather than passively absorb information. Simultaneously, connectivist learning theory (Siemens, 2005; Downes, 2012) situates knowledge within distributed digital networks, arguing that learning occurs through interactions across multiple platforms and communities. Digital storytelling exemplifies this by enabling students to create, share, and engage with narratives through online tools, blogs, podcasts, and interactive media. Gee (2007) highlights how affinity spaces—such as digital storytelling communities—promote participatory learning and knowledge co-construction. Thus, digital storytelling fosters both constructivist (cognitive and experiential) and connectivist (networked and peer-driven) learning processes, preparing students for the decentralized, multimodal knowledge ecologies of the digital age.

Multicultural Education and Ethical Storytelling

Multicultural education provides an essential ethical framework to ensure that digital literacy is applied in ways that honor diverse perspectives and challenge systemic biases. Banks (2004) asserts that culturally responsive education must encourage students to critically engage with representations of marginalized communities. However, Paris and Alim (2017) expand this argument, advocating for culturally sustaining pedagogy, which goes beyond inclusion to actively preserve and revitalize historically marginalized voices.

Digital storytelling facilitates this process by offering students a platform to document, celebrate, and critique cultural narratives. This aligns with culturally relevant pedagogy (Ladson-Billings, 1995, 2014), which argues that students must see their own experiences reflected in their learning. Moreover, it supports counter-storytelling, a method from Critical Race Theory that empowers marginalized individuals to challenge dominant discourses through narrative production (Delgado & Stefancic, 2017). By integrating multicultural education with digital literacy, this framework ensures that digital storytelling is not just a technical exercise but a politically and socially engaged practice that fosters empathy, representation, and agency.

Conclusion: Digital Storytelling as the Pedagogical Bridge

This theoretical framework positions digital storytelling as the methodological bridge connecting:

1. Critical pedagogy, which fosters critical consciousness and student agency;
2. Constructivism, which supports experiential and meaning-making processes;
3. Connectivism, which enables distributed and collaborative learning;
4. Multicultural education, which ensures ethical and inclusive storytelling.

By applying this Integrated Digital Pedagogy Model (IDPM), this study argues that digital storytelling transforms education into a critical, networked, and culturally responsive process that empowers students to navigate and reshape the world around them.

Case Studies

Benjamin Kaliff’s ‘The USWNT and the Wage Gap’[2]

Benjamin Kaliff’s podcast exemplifies the power of digital storytelling as a medium for advocacy and critical engagement. The podcast critiques systemic gender inequities in professional sports, focusing on the wage disparity faced by the U.S. Women’s National Soccer Team (USWNT). Combining statistical evidence, cultural analysis, and personal reflection, Kaliff’s narrative not only highlights the ongoing struggle for equal pay but also underscores the broader socio-political implications of this issue. Through his sharp narrative, Kaliff integrates data from legal cases, such as the USWNT’s lawsuit against U.S. Soccer, with media commentary and cultural references. This approach highlights the dual role of storytelling in making complex issues accessible while evoking empathy. The podcast also incorporates historical context and contemporary advocacy efforts, including Megan Rapinoe’s public speeches and activism, effectively demonstrating how individual voices can drive collective action.

Kaliff’s use of digital tools, such as audio editing and multimedia integration, exemplifies the technical and creative competencies fostered in courses like EDUC 5333 and aligned with the ISTE standards for Students (ISTE, 2024). The podcast’s engaging format showcases the potential of digital storytelling to amplify critical discourses, blending research with emotionally resonant narratives to reach diverse audiences. This project underscores the transformative capacity of digital storytelling to empower students as advocates for equity and social justice. By critiquing societal norms and proposing pathways for systemic change, Kaliff’s podcast bridges the gap between academic inquiry and real-world advocacy, providing a compelling model for integrating digital literacy into education.

Reflection and Impact. Kaliff’s podcast ‘The USWNT and the Wage Gap’ harnesses a variety of engaging media clips to bring interest and authenticity to the societal issue of wage disparity in this digital story.  His message digs into the income gap issue between women and men in professional sports but also across other segments of society, addressing the societal pressures that women face to support their families and provide income in the face of an economic world that devalues their contributions. Kaliff’s 2020 podcast makes use of recent events in the news regarding the pay gap as publicized by Megan Rapinoe in 2019 to create a podcast that addresses content aligned with the eighth-grade social studies curriculum he teaches and his role as high school girls’ soccer coach.  Thus, Kaliff’s message is crafted to integrate these areas of interest and experience and provide a critical perspective on societal issues relevant to the curriculum he addresses in his own classroom. Further, Kaliff made use of the digital literacy and skill proficiency he developed in the production of this digital story to create at least one additional podcast for curricular use.

Christopher Ourth’s ‘The Power of Media’

Christopher Ourth’s ‘The Power of Media’ offers a critical exploration of media influence, xenophobia, and political manipulation. Through a reflective essay enriched with personal insights and critical analysis, Ourth explores how political figures and media platforms amplify harmful rhetoric, using the Haitian community in Springfield, Ohio, as a case study. The project critiques the dual role of media as both a platform for inclusion and a megaphone for divisive narratives. Ourth underscores how media representations can be co-opted by political actors to stoke fear and prejudice for strategic gain. By examining specific instances, such as inflammatory remarks about Haitian immigrants allegedly made by high-profile politicians, he illustrates the devastating impact of such rhetoric on vulnerable communities. The essay connects these instances to broader patterns of xenophobia and systemic marginalization.

Media and Critical Thinking. Ourth’s work emphasizes the necessity of critical media literacy in contemporary society. He articulates how unchecked media narratives can legitimize harmful stereotypes, urging readers to critically evaluate the sources, intent, and consequences of media content. This aligns with the goals of culturally responsive pedagogy, fostering students’ abilities to dissect and challenge media portrayals that perpetuate societal inequalities.

The assignment encouraged Ourth to engage deeply with issues of political ethics, media influence, and social justice. Through his analysis, he demonstrated a nuanced understanding of the power dynamics at play in media discourse and their real-world ramifications. The project highlights how digital storytelling and critical analysis can serve as tools for unpacking complex societal challenges, equipping students with the skills to advocate for equity and justice.

Reflection and Impact. Ourth’s ‘The Power of Media’ exemplifies how digital storytelling fosters critical thinking and social awareness. His work reveals the interplay between media representation and public perception, encouraging audiences to reflect on their roles as both consumers and participants in media ecosystems. This case study demonstrates the capacity of reflective and analytical assignments to deepen students’ engagement with global issues, equipping them with the intellectual tools to challenge prejudice and promote inclusivity. By interrogating the intersection of media, politics, and culture, Ourth’s project serves as a compelling example of how digital storytelling can inspire critical inquiry and social transformation.

Haylee Carroll’s ‘Spoonfuls of Applesauce’[3]

Haylee Carroll’s Spoonfuls of Applesauce is a deeply personal and evocative narrative exploring the complexities of living with ADHD. Through digital storytelling, Carroll sheds light on the societal misconceptions and biases surrounding neurodiversity while advocating for inclusivity and empathy. Her project demonstrates how personal storytelling can serve as a powerful bridge to broader social issues, fostering awareness and challenging stereotypes. The digital story is structured as a blend of autobiographical reflection and critical analysis, offering a candid account of experiences navigating educational and societal systems as the family of a child with ADHD. Utilizing a mix of multimedia elements—including reflective writing, visuals, audio, and interactive elements—Carroll crafts a narrative that is both informative and emotionally resonant. Her work highlights the barriers individuals with ADHD often face, such as stigmatization, misunderstanding, and systemic exclusion, while also celebrating the strengths and unique perspectives that neurodiverse individuals bring to the community.

Carroll’s digital storytelling extends beyond personal reflection to interrogate systemic inequities in education and healthcare. By drawing connections between her family’s lived experiences and broader societal patterns, she emphasizes the need for structural changes to foster inclusivity. The project aligns closely with the goals of culturally responsive pedagogy, encouraging educators and learners to critically examine how societal norms and institutional practices marginalize neurodiverse individuals. The multimedia approach of Spoonfuls of Applesauce exemplifies the transformative potential of digital storytelling to combine personal narratives with advocacy. Carroll’s work not only raises awareness about ADHD but also invites audiences to reflect on their own biases and assumptions. By fostering empathy and promoting dialogue, this project serves as a compelling model for using digital tools to address complex societal challenges and advocate for social justice. Through its blend of creativity and critical engagement, Spoonfuls of Applesauce highlights how personal stories can inspire broader conversations about equity, inclusion, and systemic reform.

Reflection and Impact. Carroll’s digital story Spoonsfuls of Applesauce provides and intimate look at the realities and challenges her son faced as a child diagnosed with ADHD and how his journey in elementary education progressed.  Carroll captures the angst and concerns that a parent faces as they navigate the processes of public education to address the needs of her child. This universal message creates a meaningful connection to draw the audience into the story.  Carroll also brings in multiple perspectives in her story with portions contributed from Carroll’s son who has been diagnosed with ADHD, her mother, and her sister, as well as her own thoughts. The compilation of these perspectives within the story illuminates the complexities the family faces in order to provide the best life possible for a neurodivergent child.

Carroll’s story harnesses the power of audio recordings to provide a level of personalization and intimacy that might not be possible with a web-based story alone.  The story takes place over a number of pages within a single website which features narrative text, images of the family, audio recordings from the perspectives of several family members, as well as interactive questions for reflection and response by those who explore the story. All of these elements create opportunities for the audience member to explore the experiences of this family and develop empathy for neurodiverse individuals.

Christian Chase Garner’s ‘Multiculturalism in Final Fantasy’

Christian Chase Garner’s analysis, ‘Multiculturalism in Final Fantasy’, provides a compelling exploration of the intersections of media, culture, and representation. By critically examining the Japanese role-playing game (JRPG) series Final Fantasy, Garner highlights the successes and limitations of video games in portraying diverse cultures, gender roles, and social dynamics. Garner’s project focuses on how Final Fantasy has evolved in its representation of multiculturalism, gender equity, and societal values. By analyzing key installments in the series, Garner identifies both progressive strides and persistent shortcomings. For instance:

Final Fantasy VII (1997) introduced Barret Wallace, the first African-American character in the franchise, but critiqued the use of stereotypes in his portrayal.

Final Fantasy XII (2006) showcased gender-role reversals and character equality, such as Ashe, a female ruler, and Basch, her loyal bodyguard.

Final Fantasy XV (2016) highlighted subtle forms of cultural diversity, including its inclusion of international cuisines and emotionally vulnerable male characters, challenging traditional gender norms.

Garner connects these developments to broader societal shifts, such as the feminist movements influencing gaming narratives and the growing demand for inclusivity in media.

Media and Critical Thinking. This case study exemplifies how digital storytelling can be used to interrogate cultural artifacts critically. Garner demonstrates an acute awareness of the power of media in shaping perceptions of race, gender, and identity. By situating Final Fantasy within its cultural and historical contexts, he engages with complex issues such as tokenism, underrepresentation, and the evolving portrayal of LGBTQ+ identities in gaming. Garner’s analysis fosters critical media literacy by encouraging audiences to question and deconstruct media narratives. His work illustrates the potential of video games as both reflections of societal norms and agents of change. As an assignment within Leading in Culturally Responsive Learning Environments, the project underscores the importance of equipping students with tools to analyze media critically and advocate for greater inclusivity.

Reflection and Impact. Garner’s work not only advances academic discussions on media representation but also highlights the role of digital storytelling in empowering students to tackle complex cultural issues. By blending personal insights, cultural analysis, and critical theory, Garner exemplifies how assignments rooted in digital storytelling can drive meaningful engagement with societal challenges. This case study demonstrates the transformative potential of combining digital tools with reflective analysis, emphasizing the importance of media literacy in fostering a more inclusive and equitable society. Garner’s work encourages educators and learners to consider the implications of media narratives and advocate for more authentic and diverse representations.

Findings and Discussion

Critical Engagement with Societal Issues

Digital storytelling enables students to critically analyze societal issues by merging creative expression with reflective inquiry, fostering deeper engagement with systemic inequities and cultural narratives. Projects like ‘The USWNT and the Wage Gap’ and ‘Multiculturalism in Final Fantasy’ exemplify this transformative potential. By utilizing multimedia narratives, these students tackled systemic inequities and cultural biases in innovative ways. Kaliff’s podcast critically addressed gender wage disparities in professional sports, effectively combining statistical analysis with personal narratives to advocate for gender equity. Garner’s exploration of representation in video games illuminated how media influences societal perceptions of race, gender, and inclusion.

Digital storytelling empowers students to engage with societal issues on multiple levels:

1. Deconstructing Cultural Narratives: Students critically analyzed dominant narratives, identifying and challenging stereotypes and systemic biases. For example, Garner’s examination of Final Fantasy highlighted progress in gender representation while critiquing lingering stereotypes and the absence of non-binary identities in gaming narratives.

2. Examining Intersectional Issues: Assignments encouraged students to investigate the intersections of systemic oppression, representation, and privilege. Kaliff’s project analyzed gender equity in sports within broader socio-economic contexts, drawing connections between individual narratives and institutional practices.

3. Translating Theory into Practice: Students synthesized theoretical knowledge with digital tools to create accessible and impactful content. This approach aligns with constructivist principles that emphasize learning through active creation and contextualized experiences (Piaget, 1973; Smeda et al, 2014).

By engaging with these assignments, students connected personal experiences with broader societal challenges, bridging the gap between academic inquiry and real-world advocacy. This aligns with the Integrated Digital Pedagogy Model (IDPM), as digital storytelling facilitates critical engagement, constructivist learning, and ethical knowledge production in ways that traditional pedagogical methods may not fully capture. These findings are consistent with Freire’s (1970) concept of critical consciousness, which emphasizes the role of education in empowering individuals to recognize and address systemic injustices. Similarly, digital storytelling aligns with Banks’ (2004) emphasis on multicultural education as a means to promote equity and social justice.

The Role of Universities in Challenging Systemic Injustices

Universities hold a crucial position in preparing students to confront and address systemic injustices by embedding critical pedagogy and digital literacy into their curricula. Courses such as Leading in Culturally Responsive Learning Environments and Digital Storytelling exemplify this role, offering structured opportunities for students to engage deeply with the power dynamics present in cultural and societal structures. These courses aim to develop students’ capacity to critically examine these dynamics while equipping them with the digital skills necessary to navigate and influence today’s media-driven world.

One of the most impactful aspects of such courses is their emphasis on reflection and experiential learning. Assignments like the Border Crossings challenge students to step outside their comfort zones and immerse themselves in unfamiliar cultural contexts. This experiential approach fosters a deeper understanding of diverse perspectives and enhances students’ ability to empathize with marginalized communities. The reflective process allows students to connect personal experiences with broader societal issues, encouraging meaningful engagement and critical self-awareness. This pedagogical framework is rooted in Paulo Freire’s critical pedagogy, which views education as a tool for social transformation. Freire (1970) emphasizes the importance of reflective inquiry as a means of empowering learners to question the status quo and actively contribute to societal change. By integrating digital tools and culturally responsive practices, universities create environments where students can critically engage with systemic inequalities and envision pathways toward equity. This approach prepares students for active participation in a globalized society as well as underscores the transformative power of education in addressing injustice and fostering social responsibility.

Transformative Impact on Educators and Students

Digital storytelling is a transformative tool for both educators and students, reshaping traditional roles and fostering a collaborative and dynamic learning environment. For students, the process of creating digital stories empowered them to articulate their voices with confidence, recognizing their ability to influence societal conversations. The integration of research, multimedia production, and narrative construction allowed students to develop critical and digital literacy skills. Furthermore, the reflective nature of these projects encouraged students to process and share personal experiences, deepening their emotional connection to the material and fostering a greater sense of empathy for others. For educators, digital storytelling served as a catalyst for pedagogical innovation. The shift from conventional assessment methods to more creative and critically engaging approaches enabled instructors to design assignments that resonated with students on both intellectual and emotional levels. Guiding students through diverse narratives also heightened educators’ cultural sensitivity, allowing them to better understand and respond to the varied perspectives and experiences present in their classrooms. The collaborative nature of digital storytelling blurred traditional hierarchies, positioning educators and students as co-creators in the learning process. This mutual engagement fostered a richer, more inclusive educational experience.

These experiences illustrate the potential impact of digital storytelling on educational practices. By creating spaces for reflection, creativity, and dialogue, this approach enhances individual growth while aligning with the four dimensions of the Integrated Digital Pedagogy Model (IDPM). By fostering critical engagement, constructivist meaning-making, networked collaboration, and multicultural awareness, digital storytelling prepares students and educators alike to address societal challenges with empathy, critical insight, and ethical storytelling practices.

Applying the Integrated Digital Pedagogy Model (IDPM) in Practice

The application of IDPM in this study demonstrates how digital storytelling serves as a catalyst for critical engagement, cognitive construction, networked collaboration, and ethical inclusivity. Through digital storytelling, students develop competencies across the four dimensions of the model:

Critical Engagement with Societal Issues (Critical Pedagogy Dimension): Digital storytelling fosters students’ ability to critically engage with societal issues through reflective analysis and narrative-based inquiry. Projects such as The USWNT and the Wage Gap and Multiculturalism in Final Fantasy exemplify this transformative potential. Kaliff’s podcast, for instance, not only examined gender wage disparities but also positioned students as knowledge producers who challenge systemic inequities, reinforcing the critical pedagogy pillar of IDPM.

Constructivist Meaning-Making (Constructivist Dimension): By engaging in digital storytelling, students construct knowledge through experience, aligning with constructivist theories (Bruner, 1996; Vygotsky, 1978). Assignments required students to integrate personal narratives with broader academic and social issues, fostering deeper learning. Garner’s project on media representation in Final Fantasy illustrates this, as students deconstructed cultural narratives while simultaneously synthesizing historical and contemporary critiques.

Networked Learning and Peer Collaboration (Connectivist Dimension): Digital storytelling supports connectivist learning by leveraging digital platforms for peer interaction and multimodal knowledge exchange (Siemens, 2005; Downes, 2012). Student projects demonstrated how storytelling functioned as a shared knowledge-building activity, with participants engaging in peer review, interdisciplinary feedback, and cross-platform media analysis. This approach aligns with Gee’s (2007) concept of affinity spaces, where learning is dynamic, community-driven, and media-rich.

Multicultural Awareness and Ethical Storytelling (Multicultural Dimension): Digital storytelling served as a conduit for culturally responsive pedagogy, amplifying diverse voices while fostering critical engagement with representation and identity (Ladson-Billings, 1995, 2014). By situating student narratives within broader sociocultural frameworks, this approach encouraged reflexivity and ethical storytelling, ensuring that digital literacy practices remained inclusive and socially conscious. Paris and Alim’s (2017) call for culturally sustaining pedagogy was realized in projects that engaged with identity, social justice, and intersectionality, ensuring that digital literacy was grounded in ethical storytelling practices.

Conclusion

Our findings affirm the effectiveness of the Integrated Digital Pedagogy Model (IDPM) in synthesizing critical pedagogy, constructivist learning, connectivist collaboration, and multicultural inclusivity into a cohesive educational approach. By positioning digital storytelling within this framework, IDPM enables students to engage critically with societal issues, construct knowledge through experience, collaborate within digital networks, and develop ethical storytelling practices. This study highlights IDPM’s potential as a transformative methodology that empowers students as critical thinkers, socially engaged citizens, and responsible digital creators. Furthermore, our approach underscores the value of IDPM as a robust analytical framework for evaluating digital storytelling’s role in fostering dynamic, inclusive, and interdisciplinary learning environments. As digital literacy and pedagogy continue to evolve, future research can expand upon this model to assess its adaptability across varied academic disciplines and institutional settings, further refining its application in diverse educational contexts.

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To cite this article:  Zhu, M., Shannon, K. and Ourth, C. (2025). Digital Literacy and Critical Pedagogy: Transforming Multicultural Education through Digital Storytelling. Academic Praxis, 2-18.