ABSTRACT

Purpose. Storytelling can be an effective educational tool, enhancing students’ retention and motivation across various subjects and grade levels. This study aims to advocate storytelling as a potent teaching strategy that targets the higher levels of Bloom’s taxonomy, especially in the analysis and evaluation levels, thus profoundly influencing students’ engagement and retention. Methodology. The Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) criteria were followed while conducting the systematic review, where 11 studies dealt with engagement/motivation and retention while four studies dealt with students’ perception.  These studies incorporated both quantitative and qualitative data and cases studies and revealed compelling evidence supporting storytelling’s pedagogical benefits. Findings. Findings came to verify that storytelling, especially digital forms, is crucial in offering students the opportunity to engage in experience learning. These findings indicate that storytelling not only facilitate active and hands-on learning but also cultivate problem-solving skills and reinforces knowledge retention. Furthermore, participants across the examined studies expressed favorable attitudes toward storytelling, suggesting that it is a well-received and motivating instructional strategy.  Implications for research and practice. It is recommended to use digital storytelling as a teaching tool for educators in higher education. This study underscores the pressing need for continued research to advance educational methodologies and adapt to emerging challenges in pedagogy. Storytelling can serve as a powerful catalyst for student engagement, encouraging active participation in the learning process. Storytelling can also foster an emotionally resonant and interactive classroom atmosphere, making it a valuable pedagogical approach in both traditional and digital learning environments.