COMPUTER SCIENCE STUDENTS’ PERSPECTIVES ON INCORPORATING DIGITAL STORYTELLING FOR DEVELOPING CRITICAL THINKING SKILLS IN ENGLISH CLASSROOM

Authors

  • Oleksandr Malykhin Department of Didactics, Institute of Pedagogy of NAES of Ukraine, Kyiv, Ukraine https://orcid.org/0000-0001-6042-6298
  • Nataliia Aristova Department of International Relations and Reseach Cooperation, Institute of Pedagogy of NAES of Ukraine, Kyiv, Ukraine https://orcid.org/0000-0002-0943-8039
  • Liudmyla Dybkova Department of Informatics and Systemology, Kyiv National Economic University named after Vadym Hetman, Kyiv, Ukraine https://orcid.org/0000-0002-3920-118X

DOI:

https://doi.org/10.68302/std2026.vol3.140

Keywords:

computer science students, critical thinking skills, digital storytelling, digital technologies

Abstract

In the era of rapid technological advancement, access to digital opportunities makes it possible to prepare students for the jobs of the future and have a positive influence on the development of their future-proof skills, which will be of paramount value. Amid unpredictable changes in the labor market, critical thinking skills are becoming increasingly strategic and enabling labor market entrants to think independently and make informed decisions. Although numerous studies suggest that digital technologies can enhance students’ engagement and motivation, the current academic literature lacks research that captures students’ perspectives on developing critical thinking skills through digital storytelling. To address this gap, the study aims to investigate students’ perspectives on incorporating digital storytelling for developing critical thinking skills in the English classroom. To achieve this aim, the researchers developed a questionnaire containing both open- and closed-ended questions and surveyed 397 computer science undergraduate students from two Ukrainian universities. The findings demonstrate that all students surveyed consider digital storytelling an effective way to develop their critical thinking skills, and digital tools are convenient for creating, visualizing and presenting ideas. To draw well-founded conclusions, the researchers use both qualitative and quantitative data analysis. This study is limited to computer science undergraduate students studying English.

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Author Biographies

  • Oleksandr Malykhin, Department of Didactics, Institute of Pedagogy of NAES of Ukraine, Kyiv, Ukraine

    Professor Oleksandr Malykhin is the Head of the Department of Didactics of the Institute of Pedagogy of National Educational Sciences of Ukraine.

  • Nataliia Aristova, Department of International Relations and Reseach Cooperation, Institute of Pedagogy of NAES of Ukraine, Kyiv, Ukraine

    Nataliia Aristova is a Doctor of Pedagogical Sciences, Full Professor. She heads the Department of International Relations and Research Cooperation at the Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine. Natallia Aristova is a hardworking researcher and trainer with 20 years of experience in teaching and research work. Able to organize and hold seminars, workshops, and round-table discussions for students, postgraduate students, general secondary school teachers, and university teachers. Eager to promote Ukrainians with a sense of belonging to the European community and to convey common European values. Ready to share her skills and expertise while conducting research in an international team of scientists. A confident teacher in an auditorium and a presenter at conferences, able to keep the attention of audiences of all levels.

     

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Published

17.09.2026

Issue

Vol. 3 (2026): Proceedings of the International Conference on Secure Systems Design and Technology Development.

Section

INFORMATION TECHNOLOGY

License

Copyright (c) 2026 Oleksandr Malykhin, Nataliia Aristova, Liudmyla Dybkova

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

[1]
O. Malykhin, N. Aristova, and L. Dybkova, “COMPUTER SCIENCE STUDENTS’ PERSPECTIVES ON INCORPORATING DIGITAL STORYTELLING FOR DEVELOPING CRITICAL THINKING SKILLS IN ENGLISH CLASSROOM”, SysTechDev, vol. 3, pp. 153–158, Sep. 2026, doi: 10.68302/std2026.vol3.140.