ДИГИТАЛНОТО РАЗКАЗВАНЕ НА ИСТОРИИ КАТО МЕТОДИЧЕСКА РАМКА ЗА РАЗВИТИЕ НА КОМПЛЕКСНИ КОМПЕТЕНТНОСТИ В ПОДГОТОВКАТА НА УЧИТЕЛИ ПО ИНФОРМАТИКА И ИНФОРМАЦИОННИ ТЕХНОЛОГИИ
DIGITAL STORYTELLING AS A METHODOLOGICAL FRAMEWORK FOR DEVELOPING COMPLEX COMPETENCES IN THE TRAINING OF INFORMATICS AND INFORMATION TECHNOLOGIES TEACHERS

Summary/Abstract: The study presents and empirically investigates a methodological framework for integrating the Digital Storytelling (DST) approach into the training of future computer science and information technology teachers. The main aim is to apply a constructivist and project-based approach that combines technological, pedagogical, and content knowledge through three consecutive phases – planning and script development, production and execution, and post-production with reflection – and to assess how the framework supports the development of complex competencies in future teachers. The methodology is based on qualitative empirical data collected during an elective course in two programs with 48 students (31 students enrolled in the Bachelor’s program and 17 students enrolled in the Master’s program), organized into 16 small teams (2–3 students per team). Projects were carried out face-to-face within five class hours, using the block-based programming environment Scratch. The task required creating original hand-drawn and digitized characters, selecting or generating backgrounds using artificial intelligence (AI), linear (non-interactive) animation, and clearly presenting a selected concept or procedure in computer science or information technology. Data were collected through structured classroom observation guided by a pre-prepared protocol and by analyzing the final products. The results indicate high levels of engagement and collaboration, development of digital and organizational skills, and clear evidence of pedagogical and reflective learning – approximately 12 of 16 teams (75%) met all established criteria and created high-quality digital stories. Only four teams showed technical gaps, highlighting the need for differentiated support. The findings suggest that digital storytelling effectively bridges the gap between technical proficiency and didactic application, transforms abstract learning content into understandable and pedagogically applicable narratives, and can serve as a tool for diagnosing individual deficiencies. The conclusions emphasize the value of the Digital Storytelling approach for developing multimodal literacy, creativity, and reflective practice among future teachers. Recommendations include developing and validating criteria for assessing complex digital-pedagogical products, providing technical support for students with limited prior experience, allocating more time for the project to achieve high-quality production and reflection, and repeating the study with larger and more diverse groups to increase the applicability of the results in different contexts.

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