Empowering Marginalized Voices: Digital Storytelling as a Tool for Inclusive Higher Education Pedagogy

Abstract

This study examines the integration of Digital Storytelling (DST) as a Universal Design for Learning (UDL)-aligned pedagogical strategy to enhance inclusion and engagement in higher education for rural, first-generation students in Pakistan. Using a reflective, qualitative case study approach, this research explores DST as a narrative-based, low-tech intervention that amplifies students’ voices and cultural identities. Addressing structural challenges such as linguistic mismatch, digital inequity, and inflexible curricula in public-sector universities, undergraduate students used accessible mobile tools over a five-week period to create personal digital narratives, drawing from UDL’s principles of multiple means of engagement, representation, and expression. Data were collected through student artifacts, reflective journals, and instructor observations. Thematic analysis revealed increased learner agency, emotional resonance, and participation in otherwise passive learning spaces. While based on a small sample, the study provides contextually grounded insights into inclusive pedagogy for under-resourced tertiary institutions. The findings affirm DST’s value as a context-sensitive, inclusive pedagogy in resource-constrained environments. Situated within the framework of Sustainable Development Goal 4 (Quality Education), this study highlights how even small-scale, student-centered interventions can challenge exclusionary structures and promote equitable participation in tertiary education. These findings offer practical implications for educators and policymakers seeking scalable and inclusive teaching strategies in low-resource higher education environments worldwide.