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148 | Digital Media and Storytelling in Higher Education (e.g., a play) using digital tools, or when the instructor transforms his or her practice through the creation of vlog posts. However, neither of these activities involves interactive learning among students. Active involvement occurs when the instructor uses, for example, the discussion function on the Zoom platform; however, this still represents only the lowest level of instructor application (replacement), as this activity can also be conducted without digital tools. However, narrative video games cannot be replaced by offline tools, so when instructors integrate them into a lesson, they amplify their practice. A transformation of teaching practice occurs in the example when students are asked to write a story using programming software (such as Scratch) in a narrative framework. The creation of digital narratives is fully realized when students are involved in creative activities. The teacher simply substitutes a sheet of paper when asking students to write texts using Microsoft Word, and amplifies the practice when asking students to create a meme. However, instructors considerably modify their teaching and methodological habits and engage with the highest level of narrative construction through the use of DST. Kalogeras (2021) linked narratives of the Bible across various media into an edutainment project with the help of students; through this practice, a holistic yet critical and creative approach of to teaching-learning emerged. The students creatively integrated transmedia storytelling into their learning process, as the biblical stories are found in a variety of narrative forms (e.g., iconic representations such as works on canvas, glass, walls, as well as in narratives such as psalms, films, and comic books), which they linked together according to their own logic. Interactive digital narratives can be integrated into education at both IT and CT levels. When creating MOOCs or course materials for distance learning, instructors can make their lectures interactive by embedding short quizzes, polls or discussions using software such as Panopto, Wooclap or PlayPosit. The instructor can also create an online breakout room for his students in Genially: videos, infographics and quizzes can be integrated into the templates to create dynamic and responsive content. Instructors can make interactive student activities more creative by asking students to edit a sequentially structured scenario or algorithmic model with a branching structure. Organizing content on an online platform (e.g., using Twine) is a simpler and more visual digital implementation of an activity that can be done on paper. CHAPTER 6. DIGCOMPEDU, ISTE, 21°' CENTURY SKILLS, AND DIGITAL NARRATIVE CREATION Since the turn of the millennium, students have been required to develop new skills that enable them to be active in the information society in addition to expanding their knowledge and developing their basic skills. Meeting the
