Digital storytelling as a tool for inclusive teaching: Practices of teaching strategies in inclusive classrooms

This study explored the use of digital storytelling as a tool for inclusive teaching among non-SPED teachers at Canduman National High School, Mandaue City, Cebu. Using a quantitative-descriptive correlational design, data were collected from 20 non-SPED teachers through a validated researcher-made questionnaire. The findings revealed that although teachers recognized digital storytelling as very effective in enhancing learners’ engagement, comprehension, attention, creativity, and digital literacy, only a limited number of tools, primarily PowerPoint, Canva, and Google Slides were frequently used. Most digital storytelling tools were rarely or never utilized due to barriers such as time constraints, limited ICT resources, lack of technical skills, and inadequate administrative support. Results also showed that teachers consistently demonstrated strong inclusive teaching practices, particularly in using visuals, creating supportive classroom environments, and ensuring clarity of instruction. Correlation analysis indicated no significant relationship between the frequency of using digital storytelling tools and learning outcomes, however, a significant moderate relationship was found between inclusive teaching practices and the effectiveness of digital storytelling. This suggests that digital storytelling becomes most impactful when paired with strong inclusive strategies. A needs-based Learning Enhancement Plan was developed to strengthen teacher competencies, enhance ICT access, and promote the effective integration of digital storytelling in inclusive classrooms. The plan aims to support teachers in providing equitable, engaging, and meaningful learning experiences for all learners.