Role of Digital Storytelling in Promoting Inclusive Language Pedagogy: An Analytical Study

Abstract

Education systems are increasingly using digital tools to enhance language teaching and focus on the needs of diverse learners. Among these, digital storytelling (DST) includes the creation and sharing of personal or cultural stories using digital media and has become an effective pedagogical method. This systematic review analyses 30 studies (2008-2025) identified through PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). This framework supports researchers to identify, screen, and report studies to enhance the reliability and replicability of review findings. The review aims to determine how DST promotes inclusive language pedagogy. Findings show DST encourages students’ participation, self-expression, and cultural understanding, supporting the development of communication skills in a diverse classroom. However, challenges such as unequal access to technology and insufficient teacher preparation frequently arise. Most included studies provide practical evidence that DST can foster language classrooms that are supportive, interactive, and inclusive. This review identifies current trends, highlights, research gaps and provides insights for future studies to better integrate digital storytelling into inclusive language teaching practices.