Exploring the use of digital storytelling and practices of teaching strategies among teachers in inclusive education

This study investigated the use of Digital Storytelling (DST) and teaching strategies among non-SPED teachers in inclusive classrooms at Tingub National High School, Mandaue City. Employing a quantitative-descriptive correlational design, data were gathered from 20 teachers using a validated questionnaire. Findings revealed a constrained use of digital storytelling tools, with heavy reliance on PowerPoint, while numerous other platforms remained largely unused. Despite this, teachers demonstrated a high extent of inclusive teaching practices, consistently fostering an accepting classroom environment. They perceived digital storytelling tools as highly effective in improving diverse learning outcomes, including comprehension, engagement, and critical thinking. However, correlation analysis showed no significant relationship between the frequency of digital storytelling tool use and its perceived effectiveness, nor between the extent of teaching practices and digital storytelling effectiveness. Major challenges identified were time constraints, limited access to technology, and insufficient technical skills. Consequently, teachers expressed a strong need for hands-on training, improved ICT resources, and collaborative support. The study concludes that while teachers are committed to inclusion and recognize digital storytelling tools value, significant barriers impede its optimal application. Therefore, a needs-based Learning Enhancement Plan was developed, focusing on capacity-building, resource provision, and institutional support to empower teachers in effectively leveraging digital storytelling for enhanced inclusive education.