Abstract

Objectives: The research investigates how digital storytelling and the meta-verse might improve the soft skills of Palestinian media students. The research tackles the issue of these media students having little possibilities for skill development and cultural exposure owing to a lack of resources and current sociopolitical difficulties. These limitations have a substantial impact on their capacity to communicate effectively, preserve cultures, and advocate for change. Methods: A mixed methods approach was used, involving 50 media students from Palestinian organizations. Quantitative assessments revealed significant improvements in technical skills, English language proficiency, and confidence. The inclusion of qualitative interviews revealed increased endorsement of self-disclosure, creativity, and culture. However, students also reported challenges, including restricted technology and inadequate resources, which prevented them from making full use of these digital tools. Conclusions: The results highlight the power of digital storytelling to shape the transformative power and meta-verse of media education. This technology not only provides students with essential technical and linguistic skills but also empowers them to advocate for their cultural identity around the world. By integrating these tools into journalism classes, providing strong technical support, and establishing international forums for Palestinian issues, teachers can meet the immediate needs of students and long-term solutions.