One of the ongoing challenges in education is adapting teaching methods and activities to meet students' evolving needs and the communication opportunities presented by different scenarios. In the post-digital society, Gen Z and Gen Alpha are deeply influenced by digital media, seamlessly integrating online and offline experiences. As a result, storytelling, an ancient technique, is experiencing a revival and is being used in innovative ways.

This study aims to establish the theoretical foundations of postdigital storytelling applied to educative purposes. It intends to define the phenomenon and differentiate it from previous narrative strategies. The research also explores the potential application of post-digital storytelling in innovative education projects by identifying specific cases and analyzing its implementation.

Through the literature review method, the study considers fundamental theoretical sources and examines the state of the art of postdigital storytelling in education, illustrated by innovation projects across various disciplines.

The findings indicate increased use of storytelling as a didactic tool to help students achieve the skills and learning outcomes outlined in study plans, leading to improved student engagement and motivation.

The study concludes by highlighting the innovative approach of the post-digital school, which can adapt to the changing media landscape and create a more flexible educational model distributed across multiple channels, with students also contributing content.

New lines of research are proposed to create a model for implementing didactic storytelling in schools, institutes, and universities.

Keywords: Post-digital school, Storytelling, Education, Gen Alpha, Gen Z, Digital Media, Students motivation.