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Part V. Digital Media and Storytelling in University Courses The structure and content of university courses are determined by the outcomes reguired by the institutions, but instructors have autonomy in the implementation. However, the methodology of university courses in Hungary is still characterized by frontal instruction, lectures, demonstration, discussion, and explanation due to the fact that knowledge has to be delivered to a large number of students in a relatively short period of time. However, as opposed to the top-down and instructor-centered transfer of knowledge, student-centered methods that include modern ICT tools should be implemented in higher education instead (Ollé, 2010). According to the recommendations of the OECD, higher education should eguip students with a wide range of skills to meet the challenges of a knowledge-based and ever-changing society and encourage lifelong learning. In line with this goal, higher education methodologies should be enriched with problem-based, competence-developing methods that improve students’ critical thinking, creativity, and communication skills in addition to subject-based learning (Hoidn & Kärkkäinen, 2014). There has been a marked increase in effective teaching practices at higher education institutions, and more and more universities are sharing their innovative teaching practices. These are available in an open source higher education methodology database which can be found on the Tempus Public Foundation website since 2017. The ICT Research Center of the Karoli Gäspär University of the Reformed Church has prepared an educational informatics handbook specifically for the development of higher education methodologies (Dringö-Horväth et al., 2020). Various forms of storytelling are increasingly being used as independent or supplementary teaching methods in higher education courses (KubingerPillmann, 2022). The primary aim of this integration is to explore personal and professional identity (Lanszki, 2016c, Moss, 2017) and to develop generic soft skills such as critical thinking, communication and interprofessional collaboration (Jamissen & Moulton, 2017). In addition, digital forms of storytelling can be adapted to educational outcome requirements and subsequent professional profiles. 8 https://tka.hu/nemzetkozi/9770/felsooktatas-modszertani-adatbazis
