Presentation Supporting Inclusive Learning Through UDL-Informed Digital Storytelling Practices more

In today’s AI-driven era, English Language Learners (ELLs) must navigate vast amounts of digital content, including fake news and deepfakes. Consequently, English as an Additional Language (EAL) educators need to integrate activities that foster learners’ critical thinking and digital literacy while ensuring instruction is inclusive and accessible, particularly for neurodivergent students. Grounded in the Universal Design for Learning (UDL) framework, this presentation reports findings from a qualitative case study examining the pedagogical value of project-based digital storytelling in a Japanese university communicative EAL course. The study explores how viral marketing videos, AI-supported kamishibai picture-card storytelling, and storyboarding were used to scaffold learning and prepare participants (n=14) to create collaborative, socially conscious digital narratives. These multimodal activities enabled students to critically examine local and global sociocultural issues in an authentic language-learning context. Drawing on UDL principles of multiple means of engagement, representation, and action and expression, the presentation highlights the design of instructional materials and learning tasks. Data sources included a post-project questionnaire, focus group interview, and classroom observations. Findings suggest that UDL-informed digital storytelling can enhance ELLs’ critical thinking, creativity, and digital literacies, while also revealing challenges related to time constraints and group dynamics.