Abstract

The purpose of this study is to explore how special educators feel that their participation in worship-based digital storytelling enhances their professional growth in relation to inclusive teaching. This study evaluates a US smart ecosystem learning and engagement platform to support teachers during workshop-based digital storytelling. We used a convergent parallel mixed-methods research design with a high school, which showed that the Seli smart learning platform showed good usability as a teaching aid during a workshop-based digital storytelling pedagogical process. In addition, two themes emerge related to workshop-based digital storytelling and driving change through digital storytelling to create a more inclusive environment. The teachers who participated in the interview were optimistic about the introduction of summer time. They expressed that the workshop used different ways of expression, listening and creating others stories and learning through DST. Teacher could reflect on their thoughts on the use of DST in relation to its potential impact on engagement in the classroom, promoting meaningful learning and effective practices used in the classroom.