Enhancing English Learning and Skill Development through Digital Storytelling and the Metaverse in Palestinian Media Education

This quasi-experimental study looks at how immersive technologies, especially digital storytelling and the metaverse, affect the skill development of Palestinian media students. The study sought to assess the efficacy of these tools in improving vocational and personal abilities such as communication, creativity, self-expression, and English proficiency. The study, which took place across three campuses (Al-Quds Open University, Birzeit University, and Al-Quds University), included 50 students who participated in a structured six-week program that included digital storytelling and metaverse-based activities. To capture skill development results, the technique included both qualitative and quantitative methodologies, such as pre- and post-assessment questionnaires, interviews, and observational data analysis. Data were evaluated statistically to detect noteworthy changes, and thematic analysis gave insights into students' experiences and issues. The results showed considerable gains in all targeted skill areas, particularly communication and English competence. Students also reported increased creativity and self-expression, demonstrating the transformational power of immersive technology in media education. However, the study revealed several obstacles, including technological limits, resource accessibility, and the need for proper training in these technologies. The ideas include incorporating digital storytelling and the metaverse into media curriculum, filling technical infrastructure gaps, and offering training programs for educators and students to exploit the benefits of these technologies. By utilizing immersive techniques, Palestinian educational institutions may create a more inventive, engaging, and skill-oriented learning environment that equips students to face current media issues.