Akademik Veri Yönetim Sistemi
Umanistica Digitale, cilt.10, sa.24, ss.15-45, 2026 (Hakemli Dergi)
This systematic review examines the integration of STEM education with digital storytelling for learners aged 6-12 years across Türkiye, Portugal, Italy, and Spain. The review analyses 38 peer-reviewed studies published between 2017 and 2023, exploring methodological approaches, sample characteristics, thematic focuses, integration strategies, and key findings. Data were collected from international databases (EBSCO, ERIC, Scopus, Web of Science) and national repositories, and studies were selected based on rigorous inclusion criteria emphasising STEM-digital storytelling integration, detailed methodology, and contextual information. The analysis reveals diverse methodological approaches: Turkish studies predominantly employ mixed-methods quasi-experimental designs; Portuguese research emphasises teacher professional development and pandemic-related adaptations; Italian studies focus on qualitative case studies examining creativity and emotional expression; and Spanish research uses varied designs to address social-emotional skills and educational inclusion. Findings demonstrate that integrating digital storytelling into STEM education consistently enhances academic achievement, student engagement, and motivation across all contexts. The approach effectively develops 21st-century competencies, including critical thinking, problem-solving, and collaboration, while addressing student misconceptions and facilitating deeper conceptual understanding. Digital storytelling emerges as both a pedagogical tool and epistemological framework that bridges abstract STEM concepts with meaningful, contextually relevant learning experiences. However, implementation challenges persist, particularly regarding time requirements, teacher preparation, and technological infrastructure. The review demonstrates digital storytelling's capacity to address both cognitive and affective learning dimensions while supporting student well-being. Future research requires longitudinal studies, the development of theoretical frameworks, and comprehensive teacher-training models to fully realise the transformative potential of this integrated approach in primary education.