Ozeren, Edibe Begum2025-07-102025-07-1020252075-5309https://doi.org/10.3390/buildings15111826https://hdl.handle.net/20.500.13091/10144This article investigated the potential of the digital storytelling method, within the setting of an undergraduate digital design studio, to create compelling learning experiences in architectural education. The study explored how enabling students to express their architectural concepts through digital storytelling can impact their visual communication skills and design thinking. Specifically, the research evaluated the effect of this method on student engagement, creativity, and conceptual understanding. The content analysis of student digital stories revealed four emergent categories: informative (educational-informative), inspiring (imagination-personal development), problem-solving (critical solution), and empathy and understanding (social sustainability). The study also observed the beneficial role of information and digital communication technologies in fostering positive student attitudes toward digital storytelling within a social constructivist learning environment. The integration of digital technologies and the exploration of the sources of the students' conceptual inspiration were key components of this approach. The findings suggest that digital storytelling is a valuable instructional tool for consistently articulating the design process, from the initial concepts to the analysis, visualization, and expression. Furthermore, this method appeared to enhance the students' creative thinking during the design process and contribute to the development of more robust conceptual design skills.eninfo:eu-repo/semantics/closedAccessArchitectural EducationDigital StorytellingStorytellingSocial Constructivist LearningArticle10.3390/buildings151118262-s2.0-105007739843