طراحی و اعتباریابی بسته یادگیری داستان‌سرایی دیجیتال برند شخصی برای دانشجویان تکنولوژی آموزشی دانشگاه علامه طباطبائی

Background: In the highly competitive world of business, anyone who can share a more attractive story about himself and his professional abilities has guaranteed his future career. Now, personal brand digital storytelling can make this happen. Objective: The purpose of this research was to design a learning package based on the personal brand digital storytelling model for educational technology students of Allameh Tabataba'i University and validate it. Method: The current research was conducted with a qualitative approach, data was collected through interviews, and thematic analysis was used to analyze the data. The research community were all experts and professors in the field of personal branding. The purposeful sampling method was of the criterion type. The validation of the learning package was done through content validity and the data collection tool was made by the researcher to validate the questionnaire. Results: The research findings showed that the framework of the learning package based on the personal brand digital storytelling learning model includes 8 sessions that cover 4 dimensions and 15 components of the personal brand storytelling learning model. This package based on CVR and CVI questionnaire completed by experts has good content validity. Conclusion: The results showed that the personal brand digital storytelling learning package for students can be used as a powerful tool for employment and professional development of higher education students.





Introduction: The modern labor market has become highly competitive, posing challenges for students and graduates in terms of employability. To address this, personal branding has emerged as a crucial strategy for enhancing marketability. Personal branding involves creating a distinct identity and showcasing skills and values to potential employers. One effective tool for personal branding is digital storytelling, which combines traditional storytelling techniques with digital multimedia elements to engage and connect with audiences. Digital storytelling offers various advantages, including increased interaction, flexibility, and information dissemination. Therefore, in today's digital world, digital storytelling and personal branding are inextricably linked, and personal branding digital storytelling can increase students' chances of employment and professional development in a competitive business market. Despite the numerous studies in this field (Balula & Vasconcelos, 2020; Jones & Leverenz, 2017; Vasconcelos & Balula, 2021; Pera et al., 2016; Henrickson et al., 2022), the lack of a comprehensive learning package For digital storytelling, students' personal brand is evident. This package should be based on the learning model of personal brand storytelling and provide a road map to students so that they can draw their own professional identity for the job market. Therefore, according to what was discussed, the current research seeks to answer the following two questions:

1. What framework does the Student Personal Brand Digital Storytelling Learning Package based on the Student Personal Brand Digital Storytelling Model include?

2. Does the students' personal brand digital storytelling learning package based on the students' personal brand digital storytelling model have good content validity?



research method:This study employed a two-phased, mixed-methods approach to design and validate a learning package for students on leveraging digital storytelling for personal branding.

Phase 1: Design based on the analysis of the themes of the interviews

At first, in order to design a personal brand digital storytelling learning package based on a personal brand digital storytelling learning model for students, the research community was investigated. At this stage, the research community included all specialists familiar with personal branding, education and industry. The sampling method was purposeful and standard. The criterion for determining the sample size was also determined to reach the saturation volume. According to the number of specialists who were identified and the conditions expected by the researcher for the interview, with the number of 10 specialists familiar with personal branding (including specialists in the field of business management who have directly studied and implemented marketing and branding in their field and specialists in the field of information science and science who are familiar with scientific branding and visibility) and professors and experts familiar with education and industry were interviewed. The interview questions were designed to determine the framework of the learning package and based on the dimensions and components of the personal brand digital storytelling learning model for students. After the information reached the saturation volume, the obtained data were thematically analyzed, and with the help of the results of thematic analysis, firstly, the framework and then the learning package based on the personal brand digital storytelling learning model were designed for students.

Phase 2: Content Validation Using CVR and CVI

The second phase aimed to validate the content validity of the developed learning package. Content Validity Ratio (CVR) and Content Validity Index (CVI) served as the primary tools for this assessment. A panel of 10 experts and professors purposefully selected for their expertise in branding and the education industry participated in the evaluation process. Their feedback on the learning package content played a crucial role in refining both the framework and the overall learning materials to ensure optimal alignment with learning objectives. Following these revisions, the package underwent a final evaluation by an additional 5 experts using CVR and CVI. By incorporating their insights and addressing any remaining issues, the researchers were able to finalize the learning package, guaranteeing its content validity and effectiveness for its target student audience.



Discussion and conclusion :This study designed a digital storytelling learning package for students to build their personal brands. The program consists of a framework with four dimensions and 15 components delivered in eight sessions. Each session focuses on a specific aspect of personal branding and digital storytelling.

The program was validated by experts to ensure it equips students with the necessary skills. The validation process involved measuring the content validity using CVR and CVI. The positive results confirmed the program's effectiveness in achieving its learning objectives.

The study acknowledges limitations such as the lack of specific theoretical frameworks and the difficulty finding experts in all three relevant domains. To improve future research, the study suggests incorporating international experts and investigating the impact of personal branding on students' entrepreneurial inclinations. Additionally, implementing the program in classrooms can provide further validation of its real-world effectiveness.

In conclusion, by addressing the limitations and pursuing the proposed future directions, researchers have the opportunity to significantly advance the field of digital storytelling for student personal branding. A robust theoretical foundation, international collaboration, a focus on entrepreneurial impact, and real-world classroom validation can pave the way for a more comprehensive and impactful learning experience. Ultimately, this will empower students to develop strong personal brands, allowing them to stand out in a competitive job market and navigate their professional journeys with confidence.