Storytelling has long been recognised as a powerful didactic tool, deeply rooted in human culture and cognition. In educational contexts, it serves as more than a means of transmitting content—it becomes a dynamic method to stimulate creativity, critical thinking, and emotional engagement. Grounded in constructivist and experiential learning theories, storytelling encourages students to explore and express their realities while constructing meaning through narrative; it is motivating and supports their self-esteem when expressing their ideas. When integrated into pedagogical practices, storytelling can foster empathy, enhance memory retention, and promote more profound reflection on complex social issues such as gender equity.

This research investigates how storytelling, particularly micro-narratives, can be utilized in educational settings to promote gender equity. The study aims to uncover examples of good practice, understand the mechanisms that make them effective, and offer recommendations for future implementation. By focusing on real-world applications, it seeks to bridge the gap between theory and practice, addressing how storytelling-based approaches can meaningfully engage students, shift their perspectives, and encourage active citizenship.

The research adopts a qualitative methodology grounded in case study analysis. The focal case is the European project Schools for Gender Equity, which brings together schools, educators, and media professionals across several European countries. The project integrates storytelling into the curriculum through a participatory methodology, where students develop micro-narratives—short, personal, and creative digital stories—to explore themes related to gender roles, stereotypes, and inclusion. These stories serve as both educational tools and acts of expression, offering valuable insights into how young people perceive and challenge social norms.

The analysis highlights how students, particularly in secondary schools, actively engaged in creating micro-narratives using digital media formats such as video clips, illustrated stories, and short films. These narratives reflect personal experiences, imagined scenarios, and collective reflections, addressing topics like identity, equality, and social justice. The project also produced a set of pedagogical deliverables, including toolkits, multimedia libraries, and educator guides, that facilitate replication and adaptation across diverse educational settings. The integration of digital storytelling leverages their familiarity with media, transforming passive consumption into active content creation and encouraging critical media literacy.

These findings highlight a broader need for educational strategies grounded in practice and capable of fostering genuine engagement in the real world. By centering their voices and experiences, the Schools for Gender Equity cultivates empathy, critical thinking, and a deeper awareness of social dynamics. It equips young people to question stereotypes and imagine more inclusive futures. As educators increasingly seek to connect with Generation Alpha, who navigate both digital and real-life identities, storytelling offers a compelling, emotionally resonant medium. Embedding such practices in schools can help build learning environments that are not only innovative and reflective but also genuinely empowering.

Keywords: Storytelling, Gen Alpha, Education, Gender Equality, Digital Media.