Exploring the potential of digital storytelling in a widening participation context

Abstract

ABSTRACT Background Digital storytelling combines traditional storytelling with digital technologies. Although recognised as a powerful creative method across many domains, its application in the context of widening participation remains underexplored. Purpose This study from Australia sought to investigate teachers’ perceptions of the benefits and limitations of using digital storytelling in a widening participation programme. Methods Five partner schools engaged in a programme that involved creating a digital narrative about students’ post-school futures. A total of 36 teachers delivering the 10-week programme to students of 13–14 years of age participated in focus groups, with 12 completing post-delivery surveys. Data were analysed qualitatively. Findings The analysis suggested that, according to the teacher participants, digital narrative can be an effective tool for maximising student engagement in widening participation activities. However, emphasis was placed on the impact of the digital divide, which disproportionately affects students from low socioeconomic backgrounds in under-resourced school environments. Conclusions The study highlights the potential of using digital storytelling in a widening participation context. It also underscores how support for developing teacher and student digital literacies, as well as reliable access to technology and infrastructure, needs to be in place if the digital narrative is to be strongly embedded into future widening participation outreach activities.