www.learningsummit.eu 21 through ElevenLabs (AI) to convert into a high-quality narration to make reading more enticing. This paper explores the qualitative results extracted from the learners' open comments at the end of the subject in a survey. The sentiment analysis of those data illustrates what the students appreciated the most about the experience and what they think should be improved. The Use of Digital Storytelling in Science: Meaning Making with Students Aged 1112 Years Old Popi Anastasiou1 1. University of Nicosia The process of creating and telling a story depends on how one can see one's understanding of something come together and make sense. It is considered a (socio) constructivist strategy of learning. Allowing students to engage in and interact with the learning environment by manipulating the presented information (Hillmayret al., 2020) makes them active producers, not just passive recipients of their learning (Gee, 2005). Such engaged participation means ownership of the learning process because students work at the peak of their abilities and knowledge (Gee, 2003), increasing motivation and attention on a task (Deterding et al. 2011; Simōes et al. 2013). The purpose of this research was to explore how digital storytelling might support early secondary students’ engagement in science meaning-making. Two research questions were examined to this aim: a) How did students engage in science meaning-making through two different digital storytelling activities? b) How did students perceive the collaborative digital storytelling activities? A qualitative approach was used to collect and analyze data from twenty-two Year 7 students from an English secondary school. Findings revealed that the gameful activities helped students to engage in science meaning-making while working independently (without the teacher’s guidance). Students viewed the one activity as challenging, hard to complete, and at times tiring and confusing, and the other activity as more straightforward to implement. RE.MA.C.’s Educational Material and Digital Tools: Teachers' Take in Diverse Classrooms Nansia Kyriakou1, Nikleia Eteokleous2, Maria Mitsiaki3, Zoi Ioannidou4, Despo Kyprianou5, Raphaela Neophytou6 and Elena, Xeni7 1. Frederick University, Cyprus 2. Frederick University, Cyprus 3. Democritus University of Thrace, Greece 4. Democritus University of Thrace, Greece 5. Frederick University, Democritus University of Thrace, Ministry of Education, Sport And Youth 6. Frederick University, Cyprus 7. CARDET, Nicosia, Cyprus There is a high density of bi-/multilingual student populations worldwide (UNICEF, 2023), placed soon after arrival in mainstream classrooms, making mainstream teachers a significant factor in
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