The reality of using digital stories in Developing Critical Thinking skills among first-year secondary school students in Alnamas Governorate.

Abstract

The study aimed to identify the reality of using digital storytelling in developing critical thinking skills among first-year secondary school students in Al-Namas Governorate. The descriptive method was employed, and the study sample consisted of (88) participants. A questionnaire was designed and administered to achieve the study’s objective. The results revealed several findings, including that the vast majority of respondents strongly agreed on the integration of digital storytelling in the educational process, with an overall approval rate of approximately (87.49%). The findings also indicated that participants viewed digital storytelling as an effective tool for developing higher-order thinking skills among first-year secondary students in Al-Namas, as the approval rates for its role in enhancing analysis, inference, interpretation, and evaluation skills ranged between (88%–91%), with marginal rates of neutrality or disagreement. Furthermore, the results showed that teachers face real obstacles in employing digital storytelling, as more than (81%) of the respondents acknowledged such challenges. This underscores the need for supportive solutions to overcome these barriers. On the other hand, statistical difference tests indicated that the degree of educational technology use had a significant effect on the effectiveness of digital storytelling integration, favoring teachers who were more frequent users of technology. However, no statistically significant differences were found attributable to gender or teaching experience, suggesting homogeneity in attitudes toward the use of digital storytelling across different groups.  The studies recommended the following: Systematically integrating digital storytelling into secondary school curricula, particularly in subjects that enhance analytical and critical thinking, such as Arabic language and social studies.Developing a supportive school environment for the use of digital media by providing schools with the necessary technologies, technical support, and infrastructure that enable teachers to effectively use digital stories within classrooms.