Perspectives of Junior High School Teachers on the Use of Digital Storytelling: Basis for School-Based Training

Abstract

This study examined the perspectives of junior high school teachers on the use of digital storytelling as an instructional strategy for developing historical literacy among learners. It was anchored on constructivist and socio-cultural learning principles, emphasizing knowledge construction through interaction, narrative, and technology integration. The study employed a qualitative phenomenological research design, involving four (4) junior high school teachers from Rondina-Atendido National High School. Data were gathered through semi-structured interviews and analyzed using thematic analysis to identify recurring patterns, meanings, and themes related to teachers’ experiences in integrating digital storytelling into classroom instruction. Findings revealed that teachers generally perceive digital storytelling as an effective instructional tool that enhances lesson delivery, improves student engagement, and supports deeper understanding of historical concepts. It was found to strengthen instructional effectiveness through multimedia integration such as images, videos, and narration, which contributed to improved learner attention, motivation, and knowledge retention. The study also identified that digital storytelling supports differentiated instruction by addressing varied learning styles and providing remediation for learners with difficulties in focus and comprehension. However, several challenges were also reported, including limited ICT resources, insufficient digital literacy among teachers, time constraints in lesson preparation, and occasional technical and connectivity issues. Despite these challenges, teachers employed adaptive strategies such as collaboration, contextualized lesson design, and continuous learning to effectively implement digital storytelling in their classrooms. The study concludes that digital storytelling is a valuable pedagogical approach that promotes interactive, inclusive, and learner-centered instruction, particularly in history-related subjects. It further supports the need for structured training programs and institutional support to strengthen teachers’ competencies in integrating digital tools into instruction. A Learning Action Cell (LAC)-based training program was identified as a key output to enhance sustainable implementation and instructional improvement. In relation to the Sustainable Development Goals (SDGs), the study is aligned with SDG 4 (Quality Education) through the promotion of innovative teaching strategies and teacher capacity development. It also supports SDG 9 (Industry, Innovation, and Infrastructure) by encouraging the integration of digital tools in education, and SDG 10 (Reduced Inequalities) by fostering more inclusive learning opportunities for diverse learners through multimedia-based instruction. The sustainability impact of the study is primarily educational and institutional, as it strengthens teacher professional development, enhances instructional practices, and supports long-term integration of technology-driven pedagogy in public secondary education.