According to research, Educational Digital Storytelling (EDS) is a pioneering, learning-oriented, technology-enhanced approach that allows students to develop a wide range of academic and professional skills (Yildiz Durak, 2018). Barrett (2019) claims that EDS combines four studentcentered learning strategies: student engagement, reflection for deep learning, project-based learning, and the effective integration of technology into instruction. EDS is also renowned because it promotes reflection (Jamissen et al., 2017) and collaboration. The current study explored the use of EDS with undergraduate international business school students to develop multilingual and multicultural students’ writing skills and enhance their motivation towards learning in the postCovid era. 50 first-year students were randomly asked to participate in this study in terms of an undergraduate module (Digital Business Management and Emerging Technologies). These students were asked to tell their own digital stories using either blogs, websites, AR, or VR and were engaged in interactive seminars for a whole academic semester. EDS provides an opportunity for students to solve problems and develop their digital skills while becoming more confident with technology through experimentation. This study intended to investigate how to use EDS activities to facilitate students’ digital literacy in HE. The overall aim of the current study was to explore the potential benefits of EDS in business schools and ultimately to promote its use with business and management students as it fosters strategic thinking, self-reflection, teamwork, and the
development of digital and professional skills. The results will hopefully advance the understanding of digital literacy development through EDS activities in multicultural and multilingual HE classrooms. The findings of this study showed that EDS is a promising approach for improving writing skills. Considering the need for immediate change in multi-modal writing skills in current HEI classes, the findings of this study can indicate ways in which educators can implement this technology-enhanced learning method in terms of which students can exchange ideas and improve their writing skills using both verbal and non-verbal elements. Educators in 21st-century HEIs can benefit from this highly interactive approach to help students develop their academic skills while they engage in the development of engaging stories that allow them to put the theory they have learnt into practice. Learners feel flattered because they have a real audience and spend considerable time studying theories and applying them, creating real-life scenarios which may help them to develop their professional skills. Therefore, in terms of the EDS-integrated instruction, students find the development of academic skills, ie, writing more meaningfully and engagingly, and are willing to reflect on their work and that of their peers as they strive to improve each other’s skills to achieve their final learning goals. However, educators need to be cautious when using this exciting new technique. Students face considerable problems using this tool when they have limited access to the internet or technology. Some of them, especially mature students, have limited knowledge and experience in using digital skills in their everyday life. Therefore, educators should provide necessary training and continuous support before and while using it to avoid any kind of discrimination. In conclusion, EDS seems to be a viable tool for HEI lecturers who would like to enrich traditional undergraduate courses and allow students to have access to and become proficient in 21st- century multi-modal literacies.