Integrating digital storytelling in inclusive classrooms: Perspectives of receiving teachers in public school

This study investigated the integration of Digital Storytelling (DST) in inclusive classrooms at Basak National High School, Mandaue City, Cebu, Philippines, from the perspective of non-SPED teachers. Utilizing a quantitative-descriptive correlational design, data were collected from 20 teachers via a validated questionnaire. Findings revealed a constrained use of DST tools, with a heavy reliance on familiar platforms like PowerPoint and Canva, while numerous other tools remained largely unused. Teachers reported a high extent of inclusive teaching practices and perceived digital storytelling as very effective in improving key learning outcomes, including student engagement, comprehension, motivation, and critical thinking. However, correlation analyses indicated no statistically significant relationship between the frequency of digital storytelling tool use and its perceived effectiveness, nor between the extent of inclusive teaching practices and digital storytelling outcomes. Major implementation challenges identified were limited access to technology, a pronounced lack of technical skills and knowledge, and insufficient collaborative support. The study concludes that while teachers value DST’s potential, significant barriers impede its effective application, preventing the full realization of its benefits for diverse learners. To address these gaps, a needs-based Learning Enhancement Plan was developed, focusing on targeted professional development, improved resource provision, and strengthened collaborative mechanisms to empower teachers in leveraging DST for transformative inclusive education.