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170 | Digital Media and Storytelling in Higher Education In addition, the integration of DST into training allows students to become acquainted with a project-based activity method based on the use of digital tools, whose skill- and personality-developing effects they can experience for themselves and later incorporate as a learning management strategy into their own methodological repertoire. The method also promotes cooperation, communication, and problem-solving skills, as well as helping students to become acquainted with one another. As DST can be used to develop all three components of the TPCK model, it is highly recommended to include it in the methodological training of teachers (Robin, 2008). Pre-service teachers’ knowledge of subject content can be deepened through source research, while their pedagogical-methodological knowledge can be enriched by learning about cooperative and individual learning and the role of the teacher as a facilitator. Furthermore, technological knowledge can be enhanced by learning about different software. This can be seen in a study by Sancar-Tokmak et al. (2014), who developed the skills and knowledge of their pre-service teachers in real education by using DST for the teaching of topics from the Turkish National Curriculum. Australian trainers used DST to prepare pre-service teachers for real-life teaching situations, developing resilience and providing them with a set of examples of risk situations, as well as strategies for coping and protection (Ng & Nicholas, 2015).Students can also experience how DST can be used to process subject content. It can be applied to healthy lifestyle education, environmental awareness (Kasné Havas, 2017), and to discuss moral dilemmas (Lanszki, 2015b). DST can also be used to summarise a larger learning unit of any subject (Töth, 2017), but it can also play an important role in archiving the values of small local communities (Péter & Vass-Eysen, 2017). In history and literature lessons, it can also be used in the form of role-playing by putting students in the shoes of great personalities (Molnarné Köver, 2017; Weil, 2017). Schank (1999) argued that teaching historical events in schools is more effective if students can recall family dilemmas and events or are put in decision-making situations in simulated situations. Schank was convinced that schools should engage students in case analysis since knowledge is found in life situations, not in facts - hence the teacher must be a good storyteller and the student a good story analyst. 3.2 Psychologist Training Storytelling is not only an important learning activity for children. The situations and problem-solving episodes in narratives are also a model for adults in their everyday lives. Péley (2013) argues that the practice of diagnosis and therapeutic processes can be renewed by combining psychotherapy with a narrative approach.
