Digital storytelling integration and teaching practices among inclusive education teachers in National High School

This study determined the integration of digital storytelling (DST) and the inclusive teaching practices of non-SPED teachers in Tejero National High School, Cebu City, with the aim of developing a needs-based Learning Enhancement Plan. A quantitative-descriptive correlational design was employed, using a validated researcher-made questionnaire administered to 20 teachers selected through convenience sampling. Data were analyzed using frequency, percentage, weighted mean, and correlation procedures. Results showed that teachers frequently used basic DST platforms such as PowerPoint, Canva, and Google Slides, while more advanced tools—such as Pixton, Visme, Animoto, Powtoon, and StoryJumper—were seldom or never used. Teachers consistently practiced inclusive strategies, including differentiated instruction, adapted assessments, and creating supportive learning environments, yielding an overall “Always” rating. Digital storytelling was perceived as effective in enhancing students’ engagement, comprehension, motivation, creativity, and digital literacy skills. Significant relationships were found between the extent of DST use and its effectiveness, and between inclusive teaching practices and DST effectiveness. Challenges identified included limited ICT resources, lack of technical skills, insufficient administrative support, and difficulty engaging diverse learners. Based on these findings, a Learning Enhancement Plan was developed to strengthen teacher capability in digital storytelling integration, improve resource accessibility, and support inclusive instructional practices. The plan aims to enhance teacher competence and promote equitable, engaging, and learner-centered instruction for students with diverse needs.