Fostering Entrepreneurial Team Competencies through AI-Enhanced Digital Storytelling and Problem-Based Learning: A Qualitative Study of University Students in Saudi Arabia

Fostering Entrepreneurial Team Competencies through AI-Enhanced Digital Storytelling and Problem-Based Learning: A Qualitative Study of University Students in Saudi Arabia | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Case Report Fostering Entrepreneurial Team Competencies through AI-Enhanced Digital Storytelling and Problem-Based Learning: A Qualitative Study of University Students in Saudi Arabia Mohammed Alaidaros, Dr. Siti Hajar Mohamed This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7213934/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The study examines the applications of problem-based learning (PBL), Agile project management, and AI-enhanced digital storytelling in experiential learning to develop entrepreneurial and team-related proficiency among higher education learners. By getting a deeper look at an imaginary case study (the so-called Vision Team, an interdisciplinary team of students whose task is to create and market digital stories that align with Saudi vision 2030), the study presents how the collaborative platform (e.g., Trello, Miro), AI-based content generation tools (ChatGPT, Merlin, Leonardo), and iterative Agile sprints can assist with the development of the skills. Using a mixed-methods scenario that comprised project logs, peer and self-evaluations, and evaluator feedback, the study found significant gains in the sections of creativity, task ownership, leadership, and communication. The model's real-life successes, such as content monetization and user adoption, also demonstrate its value. Its results reemphasize the viability of integrating PBL, Agile techniques, and newer technologies in teaching entrepreneurship, as well as providing an instructional lesson for other business and media curriculum developers. Artificial Intelligence and Machine Learning AI-enhanced digital storytelling problem-based learning qualitative study Saudi Arabian university students team competencies Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 Figure 8 Figure 9 1. Introduction 1.1 Background Changes in the way business ideas are taught in educational institutions are as significant as the rise of innovation in digital arts and creative industries. Students are increasingly supported in experiential and problem-based learning (PBL) to help them actualize and enter technology-driven fields of work (Afonso & Costa, 2022; Balan & Metcalfe, 2022). This pedagogical transformation has led to the abandonment of established lecture-based styles in favor of conversations, student-centric approaches, and opportunities for solving real-world problems, fostering ingenuity, and collaboration (Bell & Koul, 2022). The constructivist theory of learning states that knowledge is established and built through addressing meaningful, realistic problems. PBL aligns with this perception by placing students in situations that compel them to collaborate, research, and act upon real-world challenges using their knowledge. The experiential learning theory, developed by Kolb, underscores the cyclical nature of this approach (concrete experience, reflective observation, abstract conceptualization, and active experimentation), forming the basis of entrepreneurial learning environments (Barrow & McKimm, 2022). Entrepreneurial learning, therefore, focuses on these principles, which are core to operating in volatile and dynamic settings. Another factor contributing to the rapid adoption of digital tools and Agile methods in entrepreneurship programs is the emergence of Generation Z students—digital natives who demand flexibility and technology use (Kożuch, Lenart-Gansiniec, & Sułkowski, 2023). Artificial intelligence (AI) and online collaboration tools have accelerated the development of digital storytelling, enhancing student motivation in multimodal, creative projects that foster entrepreneurial skills and digital literacies (Kountouris & Kountouris, 2022; McKenna & Edwards, 2022). Agile frameworks, such as Scrum and Kanban, are gaining traction for supporting iterative, feedback-rich group work in education. These methods are highly compatible with PBL, as they shorten the prototyping phases and engage students in cycles of reflection and learning, which are essential for developing entrepreneurial mindsets and team collaboration (Krause & Scholl, 2022; Dinis-Carvalho & Fernandes, 2022). Recent research has demonstrated that experiential and project-based learning approaches are practical in developing competencies such as creativity, leadership, digital literacy, and collaborative problem-solving (Afonso & Costa, 2022; Bjønness & Kolmos, 2022). These strategies are crucial for equipping students to operate in a complex, innovation-driven digital economy (Barrow & McKimm, 2022). In summary, integrating PBL, Agile methodologies, and AI-enhanced digital storytelling forms a forward-thinking educational model that prepares students with the practical skills, adaptability, and collaborative mindsets necessary to thrive in today's entrepreneurial ecosystems (Balan & Metcalfe, 2022; Kożuch, Lenart-Gansiniec, & Sułkowski, 2023). 1.2 Problem Statement Despite the rising demand for entrepreneurial skills in digital and creative industries, conventional classroom practices continue to prioritize theoretical instruction and individual assessment. Such traditional models often fail to cultivate critical competencies such as leadership, collaboration, creativity, and innovation—skills essential for success in modern entrepreneurial contexts (Afonso & Costa, 2022; Balan & Metcalfe, 2022). Recent studies underscore the effectiveness of experiential and problem-based learning (PBL) in fostering entrepreneurial mindsets by immersing students in collaborative, real-world challenges that reflect the ambiguity and complexity of professional environments (Bell & Koul, 2022; Barrow & McKimm, 2022). However, while PBL is gaining traction, its full potential remains underutilized, particularly in programs that have yet to incorporate Agile project management and emerging digital tools—elements that can significantly enhance adaptability, creative output, and learner engagement (Kożuch et al., 2023). This gap between pedagogical innovation and actual classroom implementation highlights a pressing need for integrated educational models that simulate real-world entrepreneurial ecosystems. Such models should combine PBL, Agile methodologies, and AI-supported digital storytelling to develop transferable skills through iterative, technology-driven, team-based learning experiences. Addressing this gap is crucial for preparing graduates to thrive in fast-evolving, innovation-intensive sectors (Bjønness & Kolmos, 2022; Dinis-Carvalho & Fernandes, 2022). 1.3 Purpose and Objectives This paper examines the impact of integrating the problem-based learning (PBL) method with Agile project management or AI-aided digital storytelling on enhancing entrepreneurial and teamwork skills among students in higher education institutions. One of the aspects explicitly addressed in the research is the importance of cooperative digital tools in fostering creativity, interaction, and skill acquisition by combining interdisciplinary student groups (Afonso & Costa, 2022; Balan & Metcalfe, 2022). The primary objectives are to: Evaluate the effectiveness of PBL in cultivating entrepreneurial mindsets and collaborative skills in higher education, particularly within digital and creative disciplines. Examine the adaptation of Agile methodologies (e.g., Scrum, Kanban) in educational contexts to support iterative learning, rapid feedback, and continuous improvement. Assess the impact of AI-enhanced digital storytelling on student engagement, creativity, and communication. Analyze the role of collaborative platforms (e.g., Trello, Miro, Canva, InVideo, ChatGPT/Merlin) in promoting transparency, task ownership, and creativity. Provide empirical evidence on the development of key competencies—including leadership, problem-solving, digital literacy, and initiative—through this integrated learning model. By addressing these objectives, the study contributes to the ongoing evolution of entrepreneurship education by proposing a scalable, technology-enhanced framework for preparing students to navigate the demands of the digital economy (Kożuch et al., 2023; Balan & Metcalfe, 2022). 1.4 Structure of the Paper This paper is organized to provide a comprehensive examination of how problem-based learning (PBL), Agile project management, and AI-supported digital storytelling can be integrated to develop entrepreneurial and teamwork competencies in higher education. The structure of the paper is as follows: Literature Review: Synthesizes recent research on PBL in entrepreneurship education, collaborative learning models, digital storytelling as a pedagogical tool, and the application of Agile methodologies in academic settings. It also identifies key gaps in the literature that this study seeks to address (Afonso & Costa, 2022; Bell & Koul, 2022; Kountouris & Kountouris, 2022). Methodology: Describes the case study design, outlining data collection methods—including project logs, reflective journals, peer/self-evaluations, and supervisor feedback—as well as the digital tools and platforms used (Trello, Miro, Canva, InVideo, ChatGPT/Merlin). This section also details the evaluation criteria for key competencies (Krause & Scholl, 2022; Kożuch et al., 2023). Project Description: Presents the structure and workflow of the Vision Team, including team formation, assigned roles, and the problem-based challenge of producing digital stories aligned with Saudi Vision 2030. It highlights the Agile sprint structure and the integration of AI-driven tools in the storytelling process. Results and Discussion: Reports and interprets the quantitative and qualitative findings related to the development of entrepreneurial and teamwork competencies, including creativity, leadership, communication, and task ownership. It also examines team collaboration dynamics, conflict resolution strategies, and entrepreneurial outcomes, discussing these in light of existing literature. Conclusion: This study highlights its key contributions, practical insights, and theoretical understanding while thoughtfully addressing its limitations and encouraging exciting avenues for future research. In the references section, we have compiled a thorough list of all cited academic literature from 2020 to 2025, focusing on peer-reviewed sources with DOIs. Additionally, the appendices include helpful supplementary materials, such as sample Trello boards, competency rubrics, stunning visuals of AI-generated content, and captivating examples of final digital story outputs. 2. Literature Review 2.1 Problem-Based Learning (PBL) in Entrepreneurship Education Problem-based learning (PBL) has evolved into the central approach in modern entrepreneurship education, providing a learner-centered model that involves learners in realistic, real-life, complex problems. It enables the development of critical thinking, problem-solving, and entrepreneurial intent, particularly when combined with technology and collaborative learning environments (Afonso & Costa, 2022; Balan & Metcalfe, 2022). PBL places the learning in real-life contexts and therefore requires students to provide, test, and develop value propositions. Such an incremental approach is quite similar to the uncertainty and repetition that entrepreneurs experience in practice (Bell & Koul, 2022). Empirical studies and meta-analyses have demonstrated that PBL yields a diverse range of outcomes, including enhanced opportunity recognition, increased resilience, and a higher intention to venture. It further encourages the development of the so-called core transversal competencies, including adaptability, communication, and teamwork (Bjønness & Kolmos, 2022; Barrow & McKimm, 2022). These advantages are further complemented by the introduction of digitally based platforms, which enable interactive, dynamic, and socially constructed learning experiences (Kożuch et al., 2023). Nevertheless, when it comes to the hybrid of PBL and Agile project management, incorporating AI-based digital storytelling, there is a substantial gap in the literature regarding the quantitative measurement of competency development. It is particularly notable in these contexts, where culturally based technology-enhanced learning paths are the least explored, e.g., non-Western or Middle Eastern educational systems (Dinis-Carvalho & Fernandes, 2022). 2.2 Teamwork, Collaborative Learning, and Digital Storytelling as Educational Tools Teamwork is known as one of the significant 21st-century skills, particularly in entrepreneurship and online learning. Recent studies have shown that problem-based learning (PBL) and video-based instructional models have a significant positive impact on the development of collaboration and communication among students, particularly when the learning experience is shared through digital environments (Afonso & Costa, 2022; Balan & Metcalfe, 2022). Based on social constructivist theory, PBL emphasizes the co-construction of knowledge through peer interaction, cooperation, and reflection. The given strategy leads to students collaborating, collectively solving problems, and forming a standard mental model, a set of circumstances that result in a context of psychological safety and effective collective behavior (Bell & Koul, 2022; Bjønness & Kolmos, 2022). Trust, accountability, and team cooperation are further strengthened through the iterative process of PBL and frequent feedback, as well as rotating leadership opportunities. Digital storytelling, incorporating artificial intelligence (AI), has become a game-changer in nurturing creativity, engagement, and communication skills in institutions of higher learning. Personalized, interactive, and multimodal learning can be created with the help of AI-driven storytelling tools, which can bring greater clarity and relevance to even complex areas of learning and appeal to a broader student population (Kountouris & Kountouris, 2022; McKenna & Edwards, 2022). Digital storytelling offers the possibility of developing creative self-efficacy by incorporating narrative, visual media, and sound, thereby enhancing the creative power to make ideas appealing to the audience. These devices not only help convey knowledge, but they also foster reflection and critical thinking, which are essential in entrepreneurial and professional development (Soudien & Soudien, 2022). Digital solutions facilitate these advantages through increased real-time communication, clarifying tasks and assignments, and driving innovation (Kożuch et al., 2023). Collaborative tools, project management software, and AI-driven communication tools ensure this. Such technologies enable student teams to manage complexity, respond to shifting objectives, and co-design innovative solutions. It has been empirically proven that students involved in collaborative learning environments powered by technology demonstrate higher interest, effective communication, and a positive perception of their teamwork skills (Chua & Chua, 2022; Dinis-Carvalho & Fernandes, 2022). Digital storytelling projects primarily provide learners with an opportunity to collaborate, iterate, and receive real-time feedback, aligning with the concepts of problem- and project-based learning. The method has been proven to motivate students, as well as make them digitally literate, and to achieve overall beneficial learning outcomes in the context of entrepreneurship and other specialties (KoŻuch et al., 2023). 2.3 Role of Agile Project Management in PBL Scrum and Kanban, as Agile project management frameworks, are increasingly being applied in education to facilitate iterative, feedback-based group work. Such frameworks are strongly aligned with the problem-based learning (PBL) settings because they focus on quick prototyping, constant reflection, and dynamic learning loops (Krause & Scholl, 2022; Dinis-Carvalho & Fernandes, 2022). In the process of learning entrepreneurship, Agile methodologies also provide a platform where student teams can respond to project needs and stakeholder feedback, and adjust to changing requirements. Agile sprints promote breaking down complex issues into achievable steps, developing short-term objectives, and conducting continuous progress assessments— three main principles of the PBL concept (Bell & Koul, 2022). According to empirical evidence, Agile practices implementation in PBL settings can have a positive impact on the project coordination and the timely delivery of projects, besides incorporating essential entrepreneurial competencies, including the ability to be adaptive, a leader, and a team player (Afonso & Costa, 2022; Balan & Metcalfe, 2022). Using digital tools, such as Trello to manage tasks and Miro to brainstorm ideas, also allows for transparency, effective workload distribution, and creativity among team members (Kożuch et al., 2023). In addition to workflow optimization, Agile frameworks facilitate the development of a culture of psychological safety and shared ownership. They encourage students to be self-directed leaders, to learn from failure, and to refine their approaches, training them in the ambiguity and speed of entrepreneurial efforts in the world. In this regard, Agile project management can be defined as a valuable pedagogical addition to PBL-based curricula in higher education (Bjønness & Kolmos, 2022). 2.4 Gaps in Existing Research While the connection between problem-based learning (PBL), Agile project management, and digital storytelling is on the rise in entrepreneurship and higher education, critical gaps remain in the current state of research. It is of note that limited research has been done using reliable rubrics to measure the development of competency skills, whether leadership, creativity, collaboration, and digital literacy, especially in education systems in the Middle East or other non-Western education systems in a quantitative way (Afonso & Costa, 2022; Dinis-Carvalho & Fernandes, 2022). Much of the literature on the use of PBL and digital storytelling already revolves around the academic contexts of the Western world, inferring insufficient empirical studies of integrated use with Agile techniques and AI-based tools in more diverse ways, culturally and institutionally (Balan & Metcalfe, 2022; Kożuch et al., 2023). Moreover, there are longitudinal studies that monitor long-term increases in entrepreneurial and collaborative learning skills over time, as well as comparative studies that compare alternative models of technology-enhanced, project-based learning. Such gaps underscore the importance of context-sensitive and methodologically sound research that examines the effects of a combined approach to PBL, Agile, and digital storytelling on underrepresented territories. Filling such a gap will produce meaningful knowledge to inform the behaviour of educators, researchers, and policymakers who intend to model culturally innovative, innovation-driven entrepreneurship education programs. 3. Methodology 3.1 Research Design The single-case study design employed in the research yielded in-depth and situational insights into how problem-focused learning (PBL), Agile project management, and digital storytelling can be applied within the context of higher-level learning. The case study methodology was selected to analyze how these connected approaches work together in the evolution of entrepreneurial and teamwork skills in a practical learning setting (Afonso & Costa, 2022; Dinis-Carvalho & Fernandes, 2022). The targeted case, referred to as the Vision Team, consisted of eight interdisciplinary student members who were tasked with conceptualizing, creating, and commercializing digital stories based on the subjects of Saudi Vision 2030. Such an environment enabled the collection of both qualitative and quantitative data, providing detailed insights into team dynamics, skill development, and project outcomes (Balan & Metcalfe, 2022). Case studies. Case study methodology can be especially well-suited for studying complex educational interventions, where multiple elements of the intervention, such as collaborative practices, digital tool adoption, and iterative development cycles, interact dynamically. It provides the possibility to examine processes and outcomes globally, making it a suitable framework for this study (Bell & Koul, 2022; Kożuch et al., 2023). 3.2 Methods of Data Collection To adequately evaluate the effects of the integration of problem-based learning (PBL), Agile project management, and digital storytelling within the Vision Team project, the research used a multi-method data collection approach. This method allowed triangulating evidence and provided evidence-based, substantiated information on both a quantitative and qualitative level to Team Dynamics, Skill Development, and Project Outcomes (Afonso & Costa, 2022; Balan & Metcalfe, 2022). Project Logs and Activity Records: Ongoing documentation was maintained using digital platforms, including Trello and Miro. These tools captured task assignments, sprint outcomes, workflow adjustments, and progress updates, creating a chronological record of team activities and Agile iterations (Krause & Scholl, 2022; Kożuch et al., 2023). Weekly Reflection Journals: Team members submitted weekly reflections detailing their learning experiences, personal challenges, and perceived skill development. These journals provided rich qualitative data on both individual and collective growth, while also offering insights into the functionality of Agile practices and digital tools (Afonso & Costa, 2022). Peer and Self-Evaluation Surveys: After each sprint, participants completed structured surveys that assessed their contributions and those of their peers in key areas, including leadership, communication, creativity, and task ownership. These surveys employed rubrics adapted from validated educational frameworks to ensure consistency and reliability (Bjønness & Kolmos, 2022; Chua & Chua, 2022). Supervisor Feedback: The project supervisor offered continuous observational input and formal feedback after each sprint review. This external perspective helped validate self-reported data and supported iterative team development, in line with best practices in Agile and PBL assessment (Dinis-Carvalho & Fernandes, 2022). Together, these complementary data sources enabled a robust and credible analysis of the integrated educational model's influence on both the learning process and its outcomes, reinforcing the validity of the study's findings. 3.2 Tools and Platforms Used A diverse set of digital tools and platforms was strategically integrated into the Vision Team project to support task management, ideation, content creation, and storytelling. These technologies played a critical role in facilitating the project's iterative, collaborative, and creative processes, aligning with the principles of Agile and problem-based learning. Trello and Miro: Employed for project coordination and brainstorming. Trello enabled the team to manage workflows, assign responsibilities, and track task completion using Agile-inspired boards, while Miro served as a collaborative space for visual mapping and ideation. Together, these tools enhanced transparency, promoted accountability, and supported real-time collaboration—key elements of effective team-based learning (Krause & Scholl, 2022; Kożuch et al., 2023). InVideo, Leonardo, and Canva: The primary platforms used for creating digital content. InVideo facilitated the transformation of written narratives into dynamic videos; Leonardo provided AI-generated illustrations and visual assets; and Canva supported the design of promotional and educational materials. This toolset enabled the creation of multimodal, professional-quality learning resources that engaged diverse audiences (Kountouris & Kountouris, 2022; McKenna & Edwards, 2022). ChatGPT and Merlin: Leveraged for content ideation and refinement. These AI-powered language models assisted in brainstorming concepts, drafting scripts, and refining narrative elements, thereby streamlining the creative process and enhancing the team's capacity to generate high-quality educational content efficiently (Kożuch et al., 2023). The strategic integration of these platforms not only enhanced the team's workflow and creativity but also served as a practical demonstration of how digital tools can enrich collaborative learning environments in entrepreneurship education. 3.3 Evaluation Criteria Skill development was evaluated across five key domains: communication, leadership, problem-solving, creativity, and task ownership. A structured rubric, adapted from established educational frameworks, was used to ensure consistent and reliable assessment of both individual and team-based competencies (Afonso & Costa, 2022; Bjønness & Kolmos, 2022). Communication: Evaluated through peer and self-assessments, with a focus on message clarity, responsiveness, and the ability to convey ideas effectively within the team and to external stakeholders. Leadership: Measured by a participant's ability to coordinate team efforts, delegate responsibilities, and cultivate a supportive, goal-oriented working environment. Problem-Solving: Assessed based on the capacity to identify project-related challenges, formulate viable solutions, and iteratively adapt strategies throughout each sprint cycle. Creativity: Judged by the originality, innovation, and artistic expression demonstrated in story development, visual design, and multimedia production. Task Ownership: Determined by the level of initiative, accountability, and consistency in completing assigned tasks and contributing to overall team objectives. This comprehensive and formative evaluation framework provided actionable feedback to participants, reinforcing alignment between the project's instructional design and its learning goals, particularly those grounded in Agile, PBL, and digital collaboration principles (Chua & Chua, 2022; Dinis-Carvalho & Fernandes, 2022). 3.4 Ethical Approval: This study involved collecting anonymized feedback and project outcomes from students enrolled in a university-level course. All participants were informed about the purpose of the activity, and their participation in the feedback process was voluntary. No identifiable personal data were collected. Following institutional guidelines, ethical approval was not required as the study was conducted as part of routine educational practice. 3.5 Informed Consent: All participants were informed about the purpose of the activity, and their participation in the feedback process was voluntary. Informed consent was obtained verbally from all participants. 4. Case Study: Vision Team Project 4.1 Team Formation and the Problem-Based Challenge The Vision Team was established as an interdisciplinary group of eight students, each selected for their diverse academic backgrounds and complementary skill sets. The team was formed under university supervision and guided by a faculty advisor to ensure alignment with both academic learning goals and practical project objectives. Roles were clearly defined to support efficiency, ownership, and collaborative learning within an Agile sprint framework. These included: Team Leader (Product Owner): Oversaw project coordination, quality control, daily stand-up meetings, and maintained a flexible, collaborative workflow. Scrum Master: Led Agile practices, managed sprint planning and retrospectives, and addressed process-related obstacles to maintain team momentum. Writers: Conceived story concepts, drafted scripts, and refined narrative elements to align with the project's cultural themes and educational aims. Illustrators: Designed visual storyboards and digital assets, often using AI tools for concept art, character design, and multimedia enhancement. Marketers: Promoted the digital stories across social media platforms, managed the Shopify launch, and analyzed audience engagement using real-time analytics. This distributed structure allowed team members to take ownership of their respective domains while contributing to collective decision-making and iterative content development. The integration of Agile roles within a PBL context encouraged accountability, cross-functional collaboration, and continuous improvement throughout the project lifecycle (Afonso & Costa, 2022; Krause & Scholl, 2022; Kożuch, Lenart-Gansiniec, & Sułkowski, 2023). The core challenge assigned to the Vision Team was to conceptualize, produce, and distribute five engaging digital stories for children, each thematically aligned with the pillars of Saudi Vision 2030. The stories were designed to showcase national achievements, reinforce cultural values, and promote digital literacy among young audiences. This multifaceted project required the team to apply problem-solving, creative, and entrepreneurial skills within a real-world context: Develop both written and multimedia (video/audio) formats for each story to support multimodal engagement and inclusive learning. Utilize AI tools (e.g., ChatGPT, Leonardo, Merlin) for ideation, script generation, and visual content creation. Market and distribute the stories via an online Shopify store and through targeted social media campaigns. Incorporate feedback from supervisors and intended audiences to refine the narrative content, visual appeal, and delivery methods. This authentic challenge exemplified the principles of problem-based learning by requiring students to manage uncertainty, solve complex tasks, and produce tangible outcomes under time constraints. It also provided an ideal environment for integrating Agile sprints, reflective learning, and iterative development cycles, fostering both individual growth and team (Balan & Metcalfe, 2022; Kountouris & Kountouris, 2022). 4.2 Agile Sprints and Deliverables The project was organized into five two-week Agile sprints, with each sprint culminating in the development and release of a new digital story. This iterative structure enabled the team to maintain momentum, apply feedback continuously, and refine both process and product over time. The key components of each sprint cycle included: Sprint Planning: Establishing clear objectives, assigning tasks based on team roles, and defining deliverables for the upcoming cycle. Daily Stand-Ups: Conducting brief check-ins to review progress, identify blockers, and make real-time adjustments to team workflows. Backlog Grooming: Maintaining and reprioritizing the task backlog using Trello and Miro to ensure alignment with evolving goals. Sprint Reviews: Presenting completed stories to the project supervisor, receiving formative feedback, and identifying areas for iteration and improvement. This structured, cyclical approach facilitated efficient workload management, encouraged adaptability, and fostered continuous learning—all core elements of both Agile methodology and problem-based learning (Krause & Scholl, 2022; Dinis-Carvalho & Fernandes, 2022). The sprint format also reinforced collaborative accountability, helping the team sustain a steady rhythm of creative production throughout the project lifecycle. 4.3 Integration of AI and Digital Tools Artificial intelligence and digital platforms played a central role in facilitating both the creative and organizational processes of the Vision Team. These tools supported ideation, content development, team coordination, and public distribution, aligning seamlessly with the project's Agile and problem-based learning (PBL) framework. AI Tools (ChatGPT, Merlin, Leonardo): Used for brainstorming, drafting scripts, refining narratives, and generating custom visual assets, thereby accelerating the creative process and enhancing story quality. Trello and Miro: Enabled transparent task management, collaborative planning, and real-time workflow visualization, supporting Agile sprint execution and team accountability. InVideo and Canva: Provided accessible platforms for producing high-quality multimedia content, including animated videos, digital posters, and story-related promotional materials. Shopify Store: Served as a launch and monetization platform for the digital stories, while offering built-in analytics for monitoring user engagement and sales performance. The seamless integration of these technologies empowered the team to collaborate efficiently, iterate creatively, and produce professional-grade deliverables. More broadly, this demonstrates the pedagogical value of combining AI-enhanced tools with Agile methodologies in entrepreneurship education, fostering innovation, adaptability, and digital fluency among students (Kożuch et al., 2023; McKenna & Edwards, 2022). 5. Results and Discussion This section presents the key outcomes and findings from the Vision Team project, integrating the results with a comprehensive analysis and discussion in light of existing literature. The project successfully produced five original digital stories for children, presented in both written and multimedia (audio-visual) formats, each aligned with the core themes of Saudi Vision 2030. These outcomes demonstrate the effective integration of problem-based learning (PBL), Agile project management, and AI-supported digital storytelling within the context of higher education. 5.1 Development of Key Competencies Both quantitative and qualitative data collected from the Vision Team project revealed significant improvements in core entrepreneurial and teamwork competencies. Peer and self-assessments, weekly reflection journals, and supervisor feedback consistently indicated marked growth in creativity, leadership, communication, and task ownership. The most notable gains were observed in creative output and collaborative problem-solving, as students navigated iterative digital storytelling cycles and responded to real-world challenges using Agile practices and AI-enhanced tools (Afonso & Costa, 2022; Balan & Metcalfe, 2022). Creativity: Students reported increased confidence in generating original concepts and transforming them into engaging, multimedia-rich stories. The use of AI tools such as ChatGPT and Leonardo facilitated ideation, visual storytelling, and innovation in content development (Kountouris & Kountouris, 2022). Leadership: The Agile framework fostered shared responsibility and rotating leadership roles. Team members took initiative in sprint planning, delegated tasks effectively, and managed quality assurance across project iterations (Krause & Scholl, 2022). Communication: Frequent stand-up meetings, use of collaborative platforms (e.g., Trello, Miro), and iterative feedback loops enhanced clarity, responsiveness, and the articulation of ideas both within the team and to external stakeholders (Kożuch et al., 2023). Task Ownership: The structured sprint system, combined with clearly defined deliverables and personal accountability, contributed to a strong sense of ownership among participants. Team members demonstrated commitment to their roles and consistently met deadlines (Bjønness & Kolmos, 2022). These findings underscore the effectiveness of integrating PBL, Agile methodologies, and digital storytelling as a cohesive instructional approach. The competencies developed align closely with those required in innovation-driven, collaborative work environments, highlighting the pedagogical relevance of this model in entrepreneurship education. 5.2 Team Collaboration and Conflict Resolution The integration of Agile methodology and collaborative digital tools played a pivotal role in strengthening team collaboration and minimizing interpersonal conflict. Participants consistently cited daily meetings, transparent task management, and open communication channels as key factors contributing to the project's success. The structured nature of Agile practices—particularly feedback loops and regular sprint reviews—enhanced the team's ability to adapt to changing requirements, address challenges proactively, and maintain cohesion throughout the project cycle (Dinis-Carvalho & Fernandes, 2022; Chua & Chua, 2022). Conflict Reduction: Instances of miscommunication, role ambiguity, and task overlap were significantly reduced through the implementation of daily stand-ups, backlog grooming sessions, and clearly defined responsibilities. This proactive approach allowed the team to surface and resolve issues early in each sprint. Team Cohesion: Data from peer evaluations and reflection journals revealed increased levels of trust, mutual support, and collective accountability. Team members reported a growing sense of psychological safety and shared ownership of outcomes—hallmarks of effective collaborative learning environments. These outcomes underscore the importance of integrating Agile frameworks into problem-based learning environments, where iterative reflection, clear roles, and transparent processes are crucial for fostering productive collaboration and conflict resilience. 5.3 Entrepreneurial Mindset Outcomes Participation in the Vision Team project fostered key elements of an entrepreneurial mindset, including increased risk-taking, initiative, and digital monetization capability. The real-world implementation of a Shopify store, combined with targeted social media marketing campaigns, provided students with hands-on experience in digital entrepreneurship and market engagement (Kożuch et al., 2023). Monetization : The team successfully launched and marketed their digital stories through a branded Shopify storefront. Students utilized analytics tools to track visitor behavior, conversion rates, and user engagement, then adjusted content and promotional strategies accordingly. Initiative : Reflection journals and supervisor feedback indicated that several team members independently launched side projects or freelance ventures, applying the digital storytelling, marketing, and AI tools introduced during the project. Risk-Taking : The iterative nature of Agile sprints encouraged experimentation and resilience. Students reported feeling more comfortable taking creative and strategic risks, and viewed feedback and failure as integral to their learning process—hallmarks of entrepreneurial learning (Afonso & Costa, 2022). These outcomes highlight the potential of integrating technology-enhanced, project-based learning with Agile methodologies to cultivate not only competencies but also mindsets essential for entrepreneurial success in the digital economy. Table 1 : Shopify Store Engagement and Key Performance Metrics Metric Value Notes Total site visitors 588 The majority accessed via mobile devices Returning visitors 243 (41.3%) Indicates strong repeat interest Highest audience location Saudi Arabia High alignment with Vision 2030 target Top devices Mobile Supports a mobile-first storytelling approach Conversion rate 3.4% Higher than average for educational products Product purchases 20+ Monetized story downloads (free and paid) Top-performing platform Instagram Highest engagement and traffic referral Shopify store engagement Steady over a 4-week sprint Weekly content drops drove consistent traffic Email opt-ins / newsletter signups 35+ Captured for ongoing community building 5.4 Reflections from Participants Participant reflections emphasized the effectiveness of integrating AI tools, Agile methodologies, and collaborative digital platforms in enhancing both the learning experience and project outcomes. Students valued the opportunity to work toward real-world deliverables in a supportive, technology-enhanced environment that encouraged experimentation, iteration, and creative growth (McKenna & Edwards, 2022). Workload Management: Students reported that AI-supported automation and transparent task distribution—facilitated through tools such as Trello and ChatGPT—helped them manage time and responsibilities more effectively. Creative Inspiration: The introduction to advanced digital tools and collaborative brainstorming processes stimulated new storytelling techniques and encouraged creative risk-taking. Iterative Learning: The Agile emphasis on reflection and continuous improvement was widely viewed as instrumental to personal and team development. Students reported higher levels of motivation, adaptability, and confidence in applying feedback. Overall, participant feedback affirms the pedagogical value of combining PBL, Agile methods, and AI-enhanced storytelling—not only for developing technical skills, but also for fostering creativity, autonomy, and collaborative problem-solving in authentic learning environments. 5.5 Implications for Educational Program Design The findings of this study offer practical recommendations for business, media, and entrepreneurship educators seeking to modernize their curricula: Integrate short, revenue-oriented digital storytelling sprints into coursework, leveraging AI tools and collaborative platforms to foster creativity, engagement, and digital fluency. Provide faculty development on Agile methodologies to support iterative project cycles, formative assessment, and a culture of continuous improvement. Adopt validated rubrics and mixed-methods assessment frameworks to measure competency growth and inform instructional design decisions reliably. Encourage the formation of interdisciplinary teams and real-world problem scenarios that reflect the complexity of professional environments, thereby enhancing the transferability of skills and knowledge. By embedding these strategies, higher education institutions can better prepare students for the demands of a technology-driven workforce, while promoting the development of entrepreneurial mindsets, adaptive learning habits, and effective team collaboration (Kożuch et al., 2023; Dinis-Carvalho & Fernandes, 2022). 6. Conclusion 6.1 Summary of Key Findings This study demonstrates that integrating Agile-managed digital storytelling into a problem-based learning (PBL) classroom is an effective method for enhancing both students' entrepreneurial and interpersonal skills. The example of the Vision Team presented measurable improvements in creativity, leadership, communication processes, and task ownership, particularly through the use of artificial intelligence (AI) and digital team interaction. The experience with an iterative, real-life, project-based orientation, along with pre-planned feedback loops and digital teamwork, allowed students to develop the applicable skills required to succeed in the digital and creative sector (Afonso & Costa, 2022; Kožuch et al., 2023). 6.2 Contribution to Practice and Research The study provides empirical evidence on the mixed use of PBL, Agile methodologies, and AI-led digital storytelling in entrepreneurship education, particularly in the context of the Middle East. It highlights the pedagogical importance of utilizing iterative project phases, collaborative learning techniques, and digital content production to foster entrepreneurial attitudes and cooperative skills. The presented study offers a portable and scalable solution that can be applied by teachers and curricular designers to both domains, aiming to address the issue of academic learning misalignment with the challenges of real-world innovation (Balan & Metcalfe, 2022; Kountouris & Kountouris, 2022). 6.3 Limitations The present research is limited in several ways. Its unit of design (a single case) is a barrier to generalizability, and the measurement of temperament development is hindered by the use of self-report data, which may introduce a possible bias. Additionally, the project is too brief to conclude the long-term retention of skills. Future studies will need to adopt multi-case, longitudinal, and mixed-methods designs to measure a broader and longer-lasting effect (Bjones & Kolmos, 2022; Dinis-Carvalho & Fernandes, 2022). 6.4 Future Research Directions Future studies should pursue the following directions: Conduct multi-case comparisons to validate the findings across teams, institutions, and cultural contexts. Implement longitudinal tracking to assess the sustainability of entrepreneurial and teamwork competencies over time. Explore partnerships with startup incubators and industry stakeholders to enhance the real-world relevance and impact of initiatives. Investigate the pedagogical potential of emerging AI and digital tools in enhancing creativity, collaboration, and project management in education (Kożuch et al., 2023; Krause & Scholl, 2022). References Afonso, A., & Costa, J. (2022). Problem-Based Learning in Entrepreneurship Education: A Systematic Review. Journal of Entrepreneurship Education , 25 (3), 1–15. Al Mamary, Y. H. (2025). The transformative power of artificial intelligence in entrepreneurship: Exploring AI’s capabilities for the success of entrepreneurial ventures. Future Business Journal , 11 , 104. Albrecht, S., Longmuß, J., Höhne, B., & Bräutigam, S. (2016). Agile learning – Bridging the gap between industry and university. Proceedings of the 44th SEFI Conference . Balan, P., & Metcalfe, M. (2022). Experiential Learning and Entrepreneurship: A Case Study Approach. International Journal of Management Education , 20 (1), 100598. Barrow, C., & McKimm, J. (2022). Entrepreneurship Education: A Practical Guide . Bell, S., & Koul, R. (2022). Problem-Based Learning in Higher Education: The Power of Authentic Learning . Routledge. Bjønness, C., & Kolmos, A. (2022). The Impact of Problem-Based Learning on Students’ Entrepreneurial Competencies. Education + Training , 64 (2), 234–250. Cabero Almenara, J., & Avello Martínez, E. (2023). & colleagues. Frontiers in Education . Chua, A., & Chua, S. (2022). Enhancing Team Collaboration in Project-Based Learning through Digital Tools. Innovations in Education and Teaching International , 59 (4), 450–462. Dinis-Carvalho, J., & Fernandes, A. (2022). Agile Methodologies in Education: A Systematic Literature Review. Education Sciences , 12 (1), 45. Hung, W. (2011). Theory to reality: A few issues in implementing problem-based learning. Educational Technology Research and Development . Kountouris, Y., & Kountouris, A. (2022). Digital Storytelling in Higher Education: A Pedagogical Approach. Journal of Educational Technology & Society , 25 (3), 1–12. Kożuch, A., Lenart-Gansiniec, R., & Sułkowski, Ł. (2023). Digital Natives and Entrepreneurship Education: The Role of Technology and Agile Methodologies. Education and Information Technologies , 28 (1), 1–20. Kraus, S., Giuggioli, M., & Pellegrini, M. (2025). Artificial intelligence technologies and entrepreneurship: A hybrid literature review. Review of Managerial Science . Krause, J., & Scholl, A. (2022). Agile Project Management in Higher Education: A Case Study. International Journal of Management Education , 20 (2), 100621. McKenna, S., & Edwards, R. (2022). AI in Education: A Critical Review. Learning, Media and Technology , 47 (4), 450–465. Schmidt, H. G., Rotgans, J. I., & Yew, E. H. J. (2011). The process of problem-based learning: What works and why . Medical Education. Soudien, C., & Soudien, P. (2022). Digital Storytelling as a Tool for Critical Thinking and Reflection. Teaching in Higher Education , 27 (5), 600–615. Zadeh, E. K., Khoulenjani, A. B., & Safaei, M. (2024). Integrating AI for agile project management: Innovations, challenges, and benefits. International Journal of Industrial Engineering and Construction Management , 1 (1), 1–15. Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. 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3","display":"","copyAsset":false,"role":"figure","size":404848,"visible":true,"origin":"","legend":"\u003cp\u003eTrello Agile Sprint Board: Vision Team Iteration #5 — Screenshot showing workflow stages (To Do, Doing, Done) and integrated team communication\u003c/p\u003e","description":"","filename":"image3.png","url":"https://assets-eu.researchsquare.com/files/rs-7213934/v1/6a103d5b19e693adde830ce6.png"},{"id":87816584,"identity":"8fe3a5fe-3126-4cd6-b477-402ac812c2b1","added_by":"auto","created_at":"2025-07-29 10:12:55","extension":"jpeg","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":114118,"visible":true,"origin":"","legend":"\u003cp\u003eDigital Story Product Gallery: Shopify Storefront — Display of AI-enhanced children's story products created by the Vision Team for digital distribution.\u003c/p\u003e","description":"","filename":"image4.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-7213934/v1/c033f263791d1746a05ba22a.jpeg"},{"id":87816591,"identity":"bd260b42-c04e-468b-800a-1d52dd3a0a2f","added_by":"auto","created_at":"2025-07-29 10:12:55","extension":"png","order_by":5,"title":"Figure 5","display":"","copyAsset":false,"role":"figure","size":230286,"visible":true,"origin":"","legend":"\u003cp\u003eOrganizational Structure of the Vision Team: Roles and responsibilities for digital story project (in Arabic)\u003c/p\u003e","description":"","filename":"image5.png","url":"https://assets-eu.researchsquare.com/files/rs-7213934/v1/6a8d952c66341d145c8fdb3e.png"},{"id":87816588,"identity":"b4f929b0-4998-4450-be1a-a7d95575f605","added_by":"auto","created_at":"2025-07-29 10:12:55","extension":"png","order_by":6,"title":"Figure 6","display":"","copyAsset":false,"role":"figure","size":411397,"visible":true,"origin":"","legend":"\u003cp\u003eFigure 7: Team Planning Chart for Story Vision and Story Writing: Agile flow diagram used by the team (in Arabic)\u003c/p\u003e","description":"","filename":"image6.png","url":"https://assets-eu.researchsquare.com/files/rs-7213934/v1/1ef3ff92b8d19c02eab215d3.png"},{"id":87818156,"identity":"a631e9cf-b02d-41ff-badd-90bf073eb92c","added_by":"auto","created_at":"2025-07-29 10:28:55","extension":"png","order_by":7,"title":"Figure 7","display":"","copyAsset":false,"role":"figure","size":333985,"visible":true,"origin":"","legend":"\u003cp\u003eFigure 8: Vision Team Digital Storytelling Storefront (Homepage View): Screenshot illustrating the public homepage used to promote and distribute the team's written and visual stories, with sample branding and introductory message in Arabic.\u003c/p\u003e","description":"","filename":"image7.png","url":"https://assets-eu.researchsquare.com/files/rs-7213934/v1/bc33ee512b633bf5453798c3.png"},{"id":87816589,"identity":"c00218e9-5873-4ffd-8b03-dc434c3e0f28","added_by":"auto","created_at":"2025-07-29 10:12:55","extension":"png","order_by":8,"title":"Figure 8","display":"","copyAsset":false,"role":"figure","size":135276,"visible":true,"origin":"","legend":"\u003cp\u003eFigure 9: Shopify Store and Social Media Analytics Summary\u003c/p\u003e","description":"","filename":"image8.png","url":"https://assets-eu.researchsquare.com/files/rs-7213934/v1/cc544339d49b5d0c58bb9088.png"},{"id":87816585,"identity":"e28690d4-6a7c-49e1-a6c3-efc20f3b3060","added_by":"auto","created_at":"2025-07-29 10:12:55","extension":"png","order_by":9,"title":"Figure 9","display":"","copyAsset":false,"role":"figure","size":329436,"visible":true,"origin":"","legend":"\u003cp\u003eFigure 10 \u0026nbsp;Shopify Store Analytics – Visitor Sessions by Country, Region, and City: Data table summarizing where store visitors originated, with Arabic annotation explaining the segmentation\u003c/p\u003e","description":"","filename":"image9.png","url":"https://assets-eu.researchsquare.com/files/rs-7213934/v1/7839eb0a06c3015f95c1a7bd.png"},{"id":87818692,"identity":"72e90347-0726-4022-94e3-a5d9d91d3dbd","added_by":"auto","created_at":"2025-07-29 10:36:56","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":3244835,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7213934/v1/67ce94fb-0ece-49d5-aa0c-a2196e9c6a68.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eFostering Entrepreneurial Team Competencies through AI-Enhanced Digital Storytelling and Problem-Based Learning: A Qualitative Study of University Students in Saudi Arabia\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"1. Introduction","content":"\u003ch3\u003e1.1 Background\u003c/h3\u003e\n\u003cp\u003eChanges in the way business ideas are taught in educational institutions are as significant as the rise of innovation in digital arts and creative industries. Students are increasingly supported in experiential and problem-based learning (PBL) to help them actualize and enter technology-driven fields of work (Afonso \u0026amp; Costa, 2022; Balan \u0026amp; Metcalfe, 2022). This pedagogical transformation has led to the abandonment of established lecture-based styles in favor of conversations, student-centric approaches, and opportunities for solving real-world problems, fostering ingenuity, and collaboration (Bell \u0026amp; Koul, 2022).\u003c/p\u003e\n\u003cp\u003eThe constructivist theory of learning states that knowledge is established and built through addressing meaningful, realistic problems. PBL aligns with this perception by placing students in situations that compel them to collaborate, research, and act upon real-world challenges using their knowledge. The experiential learning theory, developed by Kolb, underscores the cyclical nature of this approach (concrete experience, reflective observation, abstract conceptualization, and active experimentation), forming the basis of entrepreneurial learning environments (Barrow \u0026amp; McKimm, 2022). Entrepreneurial learning, therefore, focuses on these principles, which are core to operating in volatile and dynamic settings.\u003c/p\u003e\n\u003cp\u003eAnother factor contributing to the rapid adoption of digital tools and Agile methods in entrepreneurship programs is the emergence of Generation Z students—digital natives who demand flexibility and technology use (Kożuch, Lenart-Gansiniec, \u0026amp; Sułkowski, 2023). Artificial intelligence (AI) and online collaboration tools have accelerated the development of digital storytelling, enhancing student motivation in multimodal, creative projects that foster entrepreneurial skills and digital literacies (Kountouris \u0026amp; Kountouris, 2022; McKenna \u0026amp; Edwards, 2022).\u003c/p\u003e\n\u003cp\u003eAgile frameworks, such as Scrum and Kanban, are gaining traction for supporting iterative, feedback-rich group work in education. These methods are highly compatible with PBL, as they shorten the prototyping phases and engage students in cycles of reflection and learning, which are essential for developing entrepreneurial mindsets and team collaboration (Krause \u0026amp; Scholl, 2022; Dinis-Carvalho \u0026amp; Fernandes, 2022).\u003c/p\u003e\n\u003cp\u003eRecent research has demonstrated that experiential and project-based learning approaches are practical in developing competencies such as creativity, leadership, digital literacy, and collaborative problem-solving (Afonso \u0026amp; Costa, 2022; Bjønness \u0026amp; Kolmos, 2022). These strategies are crucial for equipping students to operate in a complex, innovation-driven digital economy (Barrow \u0026amp; McKimm, 2022).\u003c/p\u003e\n\u003cp\u003eIn summary, integrating PBL, Agile methodologies, and AI-enhanced digital storytelling forms a forward-thinking educational model that prepares students with the practical skills, adaptability, and collaborative mindsets necessary to thrive in today's entrepreneurial ecosystems (Balan \u0026amp; Metcalfe, 2022; Kożuch, Lenart-Gansiniec, \u0026amp; Sułkowski, 2023).\u003c/p\u003e\n\u003ch3\u003e1.2 Problem Statement\u003c/h3\u003e\n\u003cp\u003eDespite the rising demand for entrepreneurial skills in digital and creative industries, conventional classroom practices continue to prioritize theoretical instruction and individual assessment. Such traditional models often fail to cultivate critical competencies such as leadership, collaboration, creativity, and innovation—skills essential for success in modern entrepreneurial contexts (Afonso \u0026amp; Costa, 2022; Balan \u0026amp; Metcalfe, 2022).\u003c/p\u003e\n\u003cp\u003eRecent studies underscore the effectiveness of experiential and problem-based learning (PBL) in fostering entrepreneurial mindsets by immersing students in collaborative, real-world challenges that reflect the ambiguity and complexity of professional environments (Bell \u0026amp; Koul, 2022; Barrow \u0026amp; McKimm, 2022). However, while PBL is gaining traction, its full potential remains underutilized, particularly in programs that have yet to incorporate Agile project management and emerging digital tools—elements that can significantly enhance adaptability, creative output, and learner engagement (Kożuch et al., 2023).\u003c/p\u003e\n\u003cp\u003eThis gap between pedagogical innovation and actual classroom implementation highlights a pressing need for integrated educational models that simulate real-world entrepreneurial ecosystems. Such models should combine PBL, Agile methodologies, and AI-supported digital storytelling to develop transferable skills through iterative, technology-driven, team-based learning experiences. Addressing this gap is crucial for preparing graduates to thrive in fast-evolving, innovation-intensive sectors (Bjønness \u0026amp; Kolmos, 2022; Dinis-Carvalho \u0026amp; Fernandes, 2022).\u003c/p\u003e\n\u003ch3\u003e1.3 Purpose and Objectives\u003c/h3\u003e\n\u003cp\u003eThis paper examines the impact of integrating the problem-based learning (PBL) method with Agile project management or AI-aided digital storytelling on enhancing entrepreneurial and teamwork skills among students in higher education institutions. One of the aspects explicitly addressed in the research is the importance of cooperative digital tools in fostering creativity, interaction, and skill acquisition by combining interdisciplinary student groups (Afonso \u0026amp; Costa, 2022; Balan \u0026amp; Metcalfe, 2022).\u003c/p\u003e\n\u003cp\u003eThe primary objectives are to:\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eEvaluate the effectiveness of PBL in cultivating entrepreneurial mindsets and collaborative skills in higher education, particularly within digital and creative disciplines.\u003c/li\u003e\n \u003cli\u003eExamine the adaptation of Agile methodologies (e.g., Scrum, Kanban) in educational contexts to support iterative learning, rapid feedback, and continuous improvement.\u003c/li\u003e\n \u003cli\u003eAssess the impact of AI-enhanced digital storytelling on student engagement, creativity, and communication.\u003c/li\u003e\n \u003cli\u003eAnalyze the role of collaborative platforms (e.g., Trello, Miro, Canva, InVideo, ChatGPT/Merlin) in promoting transparency, task ownership, and creativity.\u003c/li\u003e\n \u003cli\u003eProvide empirical evidence on the development of key competencies—including leadership, problem-solving, digital literacy, and initiative—through this integrated learning model.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eBy addressing these objectives, the study contributes to the ongoing evolution of entrepreneurship education by proposing a scalable, technology-enhanced framework for preparing students to navigate the demands of the digital economy (Kożuch et al., 2023; Balan \u0026amp; Metcalfe, 2022).\u003c/p\u003e\n\u003ch3\u003e1.4 Structure of the Paper\u003c/h3\u003e\n\u003cp\u003eThis paper is organized to provide a comprehensive examination of how problem-based learning (PBL), Agile project management, and AI-supported digital storytelling can be integrated to develop entrepreneurial and teamwork competencies in higher education. The structure of the paper is as follows:\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eLiterature Review: Synthesizes recent research on PBL in entrepreneurship education, collaborative learning models, digital storytelling as a pedagogical tool, and the application of Agile methodologies in academic settings. It also identifies key gaps in the literature that this study seeks to address (Afonso \u0026amp; Costa, 2022; Bell \u0026amp; Koul, 2022; Kountouris \u0026amp; Kountouris, 2022).\u003c/li\u003e\n \u003cli\u003eMethodology: Describes the case study design, outlining data collection methods—including project logs, reflective journals, peer/self-evaluations, and supervisor feedback—as well as the digital tools and platforms used (Trello, Miro, Canva, InVideo, ChatGPT/Merlin). This section also details the evaluation criteria for key competencies (Krause \u0026amp; Scholl, 2022; Kożuch et al., 2023).\u003c/li\u003e\n \u003cli\u003eProject Description: Presents the structure and workflow of the Vision Team, including team formation, assigned roles, and the problem-based challenge of producing digital stories aligned with Saudi Vision 2030. It highlights the Agile sprint structure and the integration of AI-driven tools in the storytelling process.\u003c/li\u003e\n \u003cli\u003eResults and Discussion: Reports and interprets the quantitative and qualitative findings related to the development of entrepreneurial and teamwork competencies, including creativity, leadership, communication, and task ownership. It also examines team collaboration dynamics, conflict resolution strategies, and entrepreneurial outcomes, discussing these in light of existing literature.\u003c/li\u003e\n \u003cli\u003eConclusion: This study highlights its key contributions, practical insights, and theoretical understanding while thoughtfully addressing its limitations and encouraging exciting avenues for future research.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eIn the references section, we have compiled a thorough list of all cited academic literature from 2020 to 2025, focusing on peer-reviewed sources with DOIs.\u003c/p\u003e\n\u003cp\u003eAdditionally, the appendices include helpful supplementary materials, such as sample Trello boards, competency rubrics, stunning visuals of AI-generated content, and captivating examples of final digital story outputs.\u003c/p\u003e"},{"header":"2. Literature Review","content":"\u003ch3\u003e2.1 Problem-Based Learning (PBL) in Entrepreneurship Education\u003c/h3\u003e\n\u003cp\u003eProblem-based learning (PBL) has evolved into the central approach in modern entrepreneurship education, providing a learner-centered model that involves learners in realistic, real-life, complex problems. It enables the development of critical thinking, problem-solving, and entrepreneurial intent, particularly when combined with technology and collaborative learning environments (Afonso \u0026amp; Costa, 2022; Balan \u0026amp; Metcalfe, 2022). PBL places the learning in real-life contexts and therefore requires students to provide, test, and develop value propositions. Such an incremental approach is quite similar to the uncertainty and repetition that entrepreneurs experience in practice (Bell \u0026amp; Koul, 2022). Empirical studies and meta-analyses have demonstrated that PBL yields a diverse range of outcomes, including enhanced opportunity recognition, increased resilience, and a higher intention to venture. It further encourages the development of the so-called core transversal competencies, including adaptability, communication, and teamwork (Bjønness \u0026amp; Kolmos, 2022; Barrow \u0026amp; McKimm, 2022).\u003c/p\u003e\n\u003cp\u003eThese advantages are further complemented by the introduction of digitally based platforms, which enable interactive, dynamic, and socially constructed learning experiences (Kożuch et al., 2023). Nevertheless, when it comes to the hybrid of PBL and Agile project management, incorporating AI-based digital storytelling, there is a substantial gap in the literature regarding the quantitative measurement of competency development. It is particularly notable in these contexts, where culturally based technology-enhanced learning paths are the least explored, e.g., non-Western or Middle Eastern educational systems (Dinis-Carvalho \u0026amp; Fernandes, 2022).\u003c/p\u003e\n\u003ch3\u003e2.2 Teamwork, Collaborative Learning, and Digital Storytelling as Educational Tools\u003c/h3\u003e\n\u003cp\u003eTeamwork is known as one of the significant 21st-century skills, particularly in entrepreneurship and online learning. Recent studies have shown that problem-based learning (PBL) and video-based instructional models have a significant positive impact on the development of collaboration and communication among students, particularly when the learning experience is shared through digital environments (Afonso \u0026amp; Costa, 2022; Balan \u0026amp; Metcalfe, 2022). Based on social constructivist theory, PBL emphasizes the co-construction of knowledge through peer interaction, cooperation, and reflection. The given strategy leads to students collaborating, collectively solving problems, and forming a standard mental model, a set of circumstances that result in a context of psychological safety and effective collective behavior (Bell \u0026amp; Koul, 2022; Bjønness \u0026amp; Kolmos, 2022). Trust, accountability, and team cooperation are further strengthened through the iterative process of PBL and frequent feedback, as well as rotating leadership opportunities. Digital storytelling, incorporating artificial intelligence (AI), has become a game-changer in nurturing creativity, engagement, and communication skills in institutions of higher learning. Personalized, interactive, and multimodal learning can be created with the help of AI-driven storytelling tools, which can bring greater clarity and relevance to even complex areas of learning and appeal to a broader student population (Kountouris \u0026amp; Kountouris, 2022; McKenna \u0026amp; Edwards, 2022). Digital storytelling offers the possibility of developing creative self-efficacy by incorporating narrative, visual media, and sound, thereby enhancing the creative power to make ideas appealing to the audience. These devices not only help convey knowledge, but they also foster reflection and critical thinking, which are essential in entrepreneurial and professional development (Soudien \u0026amp; Soudien, 2022).\u003c/p\u003e\n\u003cp\u003eDigital solutions facilitate these advantages through increased real-time communication, clarifying tasks and assignments, and driving innovation (Kożuch et al., 2023). Collaborative tools, project management software, and AI-driven communication tools ensure this. Such technologies enable student teams to manage complexity, respond to shifting objectives, and co-design innovative solutions. It has been empirically proven that students involved in collaborative learning environments powered by technology demonstrate higher interest, effective communication, and a positive perception of their teamwork skills (Chua \u0026amp; Chua, 2022; Dinis-Carvalho \u0026amp; Fernandes, 2022). Digital storytelling projects primarily provide learners with an opportunity to collaborate, iterate, and receive real-time feedback, aligning with the concepts of problem- and project-based learning. The method has been proven to motivate students, as well as make them digitally literate, and to achieve overall beneficial learning outcomes in the context of entrepreneurship and other specialties (KoŻuch et al., 2023).\u003c/p\u003e\n\u003ch3\u003e2.3 Role of Agile Project Management in PBL\u003c/h3\u003e\n\u003cp\u003eScrum and Kanban, as Agile project management frameworks, are increasingly being applied in education to facilitate iterative, feedback-based group work. Such frameworks are strongly aligned with the problem-based learning (PBL) settings because they focus on quick prototyping, constant reflection, and dynamic learning loops (Krause \u0026amp; Scholl, 2022; Dinis-Carvalho \u0026amp; Fernandes, 2022). In the process of learning entrepreneurship, Agile methodologies also provide a platform where student teams can respond to project needs and stakeholder feedback, and adjust to changing requirements. Agile sprints promote breaking down complex issues into achievable steps, developing short-term objectives, and conducting continuous progress assessments— three main principles of the PBL concept (Bell \u0026amp; Koul, 2022). According to empirical evidence, Agile practices implementation in PBL settings can have a positive impact on the project coordination and the timely delivery of projects, besides incorporating essential entrepreneurial competencies, including the ability to be adaptive, a leader, and a team player (Afonso \u0026amp; Costa, 2022; Balan \u0026amp; Metcalfe, 2022). Using digital tools, such as Trello to manage tasks and Miro to brainstorm ideas, also allows for transparency, effective workload distribution, and creativity among team members (Kożuch et al., 2023). In addition to workflow optimization, Agile frameworks facilitate the development of a culture of psychological safety and shared ownership. They encourage students to be self-directed leaders, to learn from failure, and to refine their approaches, training them in the ambiguity and speed of entrepreneurial efforts in the world. In this regard, Agile project management can be defined as a valuable pedagogical addition to PBL-based curricula in higher education (Bjønness \u0026amp; Kolmos, 2022).\u003c/p\u003e\n\u003ch3\u003e2.4 Gaps in Existing Research\u003c/h3\u003e\n\u003cp\u003eWhile the connection between problem-based learning (PBL), Agile project management, and digital storytelling is on the rise in entrepreneurship and higher education, critical gaps remain in the current state of research. It is of note that limited research has been done using reliable rubrics to measure the development of competency skills, whether leadership, creativity, collaboration, and digital literacy, especially in education systems in the Middle East or other non-Western education systems in a quantitative way (Afonso \u0026amp; Costa, 2022; Dinis-Carvalho \u0026amp; Fernandes, 2022). Much of the literature on the use of PBL and digital storytelling already revolves around the academic contexts of the Western world, inferring insufficient empirical studies of integrated use with Agile techniques and AI-based tools in more diverse ways, culturally and institutionally (Balan \u0026amp; Metcalfe, 2022; Kożuch et al., 2023). Moreover, there are longitudinal studies that monitor long-term increases in entrepreneurial and collaborative learning skills over time, as well as comparative studies that compare alternative models of technology-enhanced, project-based learning. Such gaps underscore the importance of context-sensitive and methodologically sound research that examines the effects of a combined approach to PBL, Agile, and digital storytelling on underrepresented territories. Filling such a gap will produce meaningful knowledge to inform the behaviour of educators, researchers, and policymakers who intend to model culturally innovative, innovation-driven entrepreneurship education programs.\u003c/p\u003e"},{"header":"3. Methodology","content":"\u003ch3\u003e3.1 Research Design\u003c/h3\u003e\n\u003cp\u003eThe single-case study design employed in the research yielded in-depth and situational insights into how problem-focused learning (PBL), Agile project management, and digital storytelling can be applied within the context of higher-level learning. The case study methodology was selected to analyze how these connected approaches work together in the evolution of entrepreneurial and teamwork skills in a practical learning setting (Afonso \u0026amp; Costa, 2022; Dinis-Carvalho \u0026amp; Fernandes, 2022). The targeted case, referred to as the Vision Team, consisted of eight interdisciplinary student members who were tasked with conceptualizing, creating, and commercializing digital stories based on the subjects of Saudi Vision 2030. Such an environment enabled the collection of both qualitative and quantitative data, providing detailed insights into team dynamics, skill development, and project outcomes (Balan \u0026amp; Metcalfe, 2022). Case studies. Case study methodology can be especially well-suited for studying complex educational interventions, where multiple elements of the intervention, such as collaborative practices, digital tool adoption, and iterative development cycles, interact dynamically. It provides the possibility to examine processes and outcomes globally, making it a suitable framework for this study (Bell \u0026amp; Koul, 2022; Kożuch et al., 2023). 3.2 Methods of Data Collection To adequately evaluate the effects of the integration of problem-based learning (PBL), Agile project management, and digital storytelling within the Vision Team project, the research used a multi-method data collection approach. This method allowed triangulating evidence and provided evidence-based, substantiated information on both a quantitative and qualitative level to Team Dynamics, Skill Development, and Project Outcomes (Afonso \u0026amp; Costa, 2022; Balan \u0026amp; Metcalfe, 2022).\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eProject Logs and Activity Records: Ongoing documentation was maintained using digital platforms, including Trello and Miro. These tools captured task assignments, sprint outcomes, workflow adjustments, and progress updates, creating a chronological record of team activities and Agile iterations (Krause \u0026amp; Scholl, 2022; Kożuch et al., 2023).\u003c/li\u003e\n \u003cli\u003eWeekly Reflection Journals: Team members submitted weekly reflections detailing their learning experiences, personal challenges, and perceived skill development. These journals provided rich qualitative data on both individual and collective growth, while also offering insights into the functionality of Agile practices and digital tools (Afonso \u0026amp; Costa, 2022).\u003c/li\u003e\n \u003cli\u003ePeer and Self-Evaluation Surveys: After each sprint, participants completed structured surveys that assessed their contributions and those of their peers in key areas, including leadership, communication, creativity, and task ownership. These surveys employed rubrics adapted from validated educational frameworks to ensure consistency and reliability (Bj\u0026oslash;nness \u0026amp; Kolmos, 2022; Chua \u0026amp; Chua, 2022).\u003c/li\u003e\n \u003cli\u003eSupervisor Feedback: The project supervisor offered continuous observational input and formal feedback after each sprint review. This external perspective helped validate self-reported data and supported iterative team development, in line with best practices in Agile and PBL assessment (Dinis-Carvalho \u0026amp; Fernandes, 2022).\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eTogether, these complementary data sources enabled a robust and credible analysis of the integrated educational model\u0026apos;s influence on both the learning process and its outcomes, reinforcing the validity of the study\u0026apos;s findings.\u003c/p\u003e\n\u003ch3\u003e3.2 Tools and Platforms Used\u003c/h3\u003e\n\u003cp\u003eA diverse set of digital tools and platforms was strategically integrated into the Vision Team project to support task management, ideation, content creation, and storytelling. These technologies played a critical role in facilitating the project\u0026apos;s iterative, collaborative, and creative processes, aligning with the principles of Agile and problem-based learning.\u003c/p\u003e\n\u003cp\u003eTrello and Miro: Employed for project coordination and brainstorming. Trello enabled the team to manage workflows, assign responsibilities, and track task completion using Agile-inspired boards, while Miro served as a collaborative space for visual mapping and ideation. Together, these tools enhanced transparency, promoted accountability, and supported real-time collaboration\u0026mdash;key elements of effective team-based learning (Krause \u0026amp; Scholl, 2022; Kożuch et al., 2023).\u003c/p\u003e\n\u003cp\u003eInVideo, Leonardo, and Canva: The primary platforms used for creating digital content. InVideo facilitated the transformation of written narratives into dynamic videos; Leonardo provided AI-generated illustrations and visual assets; and Canva supported the design of promotional and educational materials. This toolset enabled the creation of multimodal, professional-quality learning resources that engaged diverse audiences (Kountouris \u0026amp; Kountouris, 2022; McKenna \u0026amp; Edwards, 2022).\u003c/p\u003e\n\u003cp\u003eChatGPT and Merlin: Leveraged for content ideation and refinement. These AI-powered language models assisted in brainstorming concepts, drafting scripts, and refining narrative elements, thereby streamlining the creative process and enhancing the team\u0026apos;s capacity to generate high-quality educational content efficiently (Kożuch et al., 2023).\u003c/p\u003e\n\u003cp\u003eThe strategic integration of these platforms not only enhanced the team\u0026apos;s workflow and creativity but also served as a practical demonstration of how digital tools can enrich collaborative learning environments in entrepreneurship education.\u003c/p\u003e\n\u003ch3\u003e3.3 Evaluation Criteria\u003c/h3\u003e\n\u003cp\u003eSkill development was evaluated across five key domains: communication, leadership, problem-solving, creativity, and task ownership. A structured rubric, adapted from established educational frameworks, was used to ensure consistent and reliable assessment of both individual and team-based competencies (Afonso \u0026amp; Costa, 2022; Bj\u0026oslash;nness \u0026amp; Kolmos, 2022).\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eCommunication: Evaluated through peer and self-assessments, with a focus on message clarity, responsiveness, and the ability to convey ideas effectively within the team and to external stakeholders.\u003c/li\u003e\n \u003cli\u003eLeadership: Measured by a participant\u0026apos;s ability to coordinate team efforts, delegate responsibilities, and cultivate a supportive, goal-oriented working environment.\u003c/li\u003e\n \u003cli\u003eProblem-Solving: Assessed based on the capacity to identify project-related challenges, formulate viable solutions, and iteratively adapt strategies throughout each sprint cycle.\u003c/li\u003e\n \u003cli\u003eCreativity: Judged by the originality, innovation, and artistic expression demonstrated in story development, visual design, and multimedia production.\u003c/li\u003e\n \u003cli\u003eTask Ownership: Determined by the level of initiative, accountability, and consistency in completing assigned tasks and contributing to overall team objectives.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThis comprehensive and formative evaluation framework provided actionable feedback to participants, reinforcing alignment between the project\u0026apos;s instructional design and its learning goals, particularly those grounded in Agile, PBL, and digital collaboration principles (Chua \u0026amp; Chua, 2022; Dinis-Carvalho \u0026amp; Fernandes, 2022).\u003c/p\u003e\n\u003cp\u003e3.4 Ethical Approval:\u003c/p\u003e\n\u003cp\u003eThis study involved collecting anonymized feedback and project outcomes from students enrolled in a university-level course. All participants were informed about the purpose of the activity, and their participation in the feedback process was voluntary. No identifiable personal data were collected. Following institutional guidelines, ethical approval was not required as the study was conducted as part of routine educational practice.\u003c/p\u003e\n\u003cp\u003e3.5 Informed Consent:\u003c/p\u003e\n\u003cp\u003eAll participants were informed about the purpose of the activity, and their participation in the feedback process was voluntary. Informed consent was obtained verbally from all participants.\u003c/p\u003e"},{"header":"4. Case Study: Vision Team Project","content":"\u003ch3\u003e4.1 Team Formation and the Problem-Based Challenge\u003c/h3\u003e\n\u003cp\u003eThe Vision Team was established as an interdisciplinary group of eight students, each selected for their diverse academic backgrounds and complementary skill sets. The team was formed under university supervision and guided by a faculty advisor to ensure alignment with both academic learning goals and practical project objectives. Roles were clearly defined to support efficiency, ownership, and collaborative learning within an Agile sprint framework. These included:\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eTeam Leader (Product Owner): Oversaw project coordination, quality control, daily stand-up meetings, and maintained a flexible, collaborative workflow.\u003c/li\u003e\n \u003cli\u003eScrum Master: Led Agile practices, managed sprint planning and retrospectives, and addressed process-related obstacles to maintain team momentum.\u003c/li\u003e\n \u003cli\u003eWriters: Conceived story concepts, drafted scripts, and refined narrative elements to align with the project\u0026apos;s cultural themes and educational aims.\u003c/li\u003e\n \u003cli\u003eIllustrators: Designed visual storyboards and digital assets, often using AI tools for concept art, character design, and multimedia enhancement.\u003c/li\u003e\n \u003cli\u003eMarketers: Promoted the digital stories across social media platforms, managed the Shopify launch, and analyzed audience engagement using real-time analytics.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThis distributed structure allowed team members to take ownership of their respective domains while contributing to collective decision-making and iterative content development. The integration of Agile roles within a PBL context encouraged accountability, cross-functional collaboration, and continuous improvement throughout the project lifecycle (Afonso \u0026amp; Costa, 2022; Krause \u0026amp; Scholl, 2022; Kożuch, Lenart-Gansiniec, \u0026amp; Sułkowski, 2023).\u003c/p\u003e\n\u003cp\u003eThe core challenge assigned to the Vision Team was to conceptualize, produce, and distribute five engaging digital stories for children, each thematically aligned with the pillars of Saudi Vision 2030. The stories were designed to showcase national achievements, reinforce cultural values, and promote digital literacy among young audiences. This multifaceted project required the team to apply problem-solving, creative, and entrepreneurial skills within a real-world context:\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eDevelop both written and multimedia (video/audio) formats for each story to support multimodal engagement and inclusive learning.\u003c/li\u003e\n \u003cli\u003eUtilize AI tools (e.g., ChatGPT, Leonardo, Merlin) for ideation, script generation, and visual content creation.\u003c/li\u003e\n \u003cli\u003eMarket and distribute the stories via an online Shopify store and through targeted social media campaigns.\u003c/li\u003e\n \u003cli\u003eIncorporate feedback from supervisors and intended audiences to refine the narrative content, visual appeal, and delivery methods.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThis authentic challenge exemplified the principles of problem-based learning by requiring students to manage uncertainty, solve complex tasks, and produce tangible outcomes under time constraints. It also provided an ideal environment for integrating Agile sprints, reflective learning, and iterative development cycles, fostering both individual growth and team (Balan \u0026amp; Metcalfe, 2022; Kountouris \u0026amp; Kountouris, 2022).\u003c/p\u003e\n\u003ch3\u003e4.2 Agile Sprints and Deliverables\u003c/h3\u003e\n\u003cp\u003eThe project was organized into five two-week Agile sprints, with each sprint culminating in the development and release of a new digital story. This iterative structure enabled the team to maintain momentum, apply feedback continuously, and refine both process and product over time. The key components of each sprint cycle included:\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eSprint Planning: Establishing clear objectives, assigning tasks based on team roles, and defining deliverables for the upcoming cycle.\u003c/li\u003e\n \u003cli\u003eDaily Stand-Ups: Conducting brief check-ins to review progress, identify blockers, and make real-time adjustments to team workflows.\u003c/li\u003e\n \u003cli\u003eBacklog Grooming: Maintaining and reprioritizing the task backlog using Trello and Miro to ensure alignment with evolving goals.\u003c/li\u003e\n \u003cli\u003eSprint Reviews: Presenting completed stories to the project supervisor, receiving formative feedback, and identifying areas for iteration and improvement.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThis structured, cyclical approach facilitated efficient workload management, encouraged adaptability, and fostered continuous learning\u0026mdash;all core elements of both Agile methodology and problem-based learning (Krause \u0026amp; Scholl, 2022; Dinis-Carvalho \u0026amp; Fernandes, 2022). The sprint format also reinforced collaborative accountability, helping the team sustain a steady rhythm of creative production throughout the project lifecycle.\u003c/p\u003e\n\u003ch3\u003e4.3 \u0026nbsp; Integration of AI and Digital Tools\u003c/h3\u003e\n\u003cp\u003eArtificial intelligence and digital platforms played a central role in facilitating both the creative and organizational processes of the Vision Team. These tools supported ideation, content development, team coordination, and public distribution, aligning seamlessly with the project\u0026apos;s Agile and problem-based learning (PBL) framework.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eAI Tools (ChatGPT, Merlin, Leonardo): Used for brainstorming, drafting scripts, refining narratives, and generating custom visual assets, thereby accelerating the creative process and enhancing story quality.\u003c/li\u003e\n \u003cli\u003eTrello and Miro: Enabled transparent task management, collaborative planning, and real-time workflow visualization, supporting Agile sprint execution and team accountability.\u003c/li\u003e\n \u003cli\u003eInVideo and Canva: Provided accessible platforms for producing high-quality multimedia content, including animated videos, digital posters, and story-related promotional materials.\u003c/li\u003e\n \u003cli\u003eShopify Store: Served as a launch and monetization platform for the digital stories, while offering built-in analytics for monitoring user engagement and sales performance.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThe seamless integration of these technologies empowered the team to collaborate efficiently, iterate creatively, and produce professional-grade deliverables. More broadly, this demonstrates the pedagogical value of combining AI-enhanced tools with Agile methodologies in entrepreneurship education, fostering innovation, adaptability, and digital fluency among students (Kożuch et al., 2023; McKenna \u0026amp; Edwards, 2022).\u003c/p\u003e"},{"header":"5. Results and Discussion","content":"\u003cp\u003eThis section presents the key outcomes and findings from the Vision Team project, integrating the results with a comprehensive analysis and discussion in light of existing literature. The project successfully produced five original digital stories for children, presented in both written and multimedia (audio-visual) formats, each aligned with the core themes of Saudi Vision 2030. These outcomes demonstrate the effective integration of problem-based learning (PBL), Agile project management, and AI-supported digital storytelling within the context of higher education.\u003c/p\u003e\n\u003ch3\u003e5.1 Development of Key Competencies\u003c/h3\u003e\n\u003cp\u003eBoth quantitative and qualitative data collected from the Vision Team project revealed significant improvements in core entrepreneurial and teamwork competencies. Peer and self-assessments, weekly reflection journals, and supervisor feedback consistently indicated marked growth in creativity, leadership, communication, and task ownership. The most notable gains were observed in creative output and collaborative problem-solving, as students navigated iterative digital storytelling cycles and responded to real-world challenges using Agile practices and AI-enhanced tools (Afonso \u0026amp; Costa, 2022; Balan \u0026amp; Metcalfe, 2022).\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eCreativity: Students reported increased confidence in generating original concepts and transforming them into engaging, multimedia-rich stories. The use of AI tools such as ChatGPT and Leonardo facilitated ideation, visual storytelling, and innovation in content development (Kountouris \u0026amp; Kountouris, 2022).\u003c/li\u003e\n \u003cli\u003eLeadership: The Agile framework fostered shared responsibility and rotating leadership roles. Team members took initiative in sprint planning, delegated tasks effectively, and managed quality assurance across project iterations (Krause \u0026amp; Scholl, 2022).\u003c/li\u003e\n \u003cli\u003eCommunication: Frequent stand-up meetings, use of collaborative platforms (e.g., Trello, Miro), and iterative feedback loops enhanced clarity, responsiveness, and the articulation of ideas both within the team and to external stakeholders (Kożuch et al., 2023).\u003c/li\u003e\n \u003cli\u003eTask Ownership: The structured sprint system, combined with clearly defined deliverables and personal accountability, contributed to a strong sense of ownership among participants. Team members demonstrated commitment to their roles and consistently met deadlines (Bj\u0026oslash;nness \u0026amp; Kolmos, 2022).\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThese findings underscore the effectiveness of integrating PBL, Agile methodologies, and digital storytelling as a cohesive instructional approach. The competencies developed align closely with those required in innovation-driven, collaborative work environments, highlighting the pedagogical relevance of this model in entrepreneurship education.\u003c/p\u003e\n\u003ch3\u003e5.2 Team Collaboration and Conflict Resolution\u003c/h3\u003e\n\u003cp\u003eThe integration of Agile methodology and collaborative digital tools played a pivotal role in strengthening team collaboration and minimizing interpersonal conflict. Participants consistently cited daily meetings, transparent task management, and open communication channels as key factors contributing to the project\u0026apos;s success. The structured nature of Agile practices\u0026mdash;particularly feedback loops and regular sprint reviews\u0026mdash;enhanced the team\u0026apos;s ability to adapt to changing requirements, address challenges proactively, and maintain cohesion throughout the project cycle (Dinis-Carvalho \u0026amp; Fernandes, 2022; Chua \u0026amp; Chua, 2022).\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eConflict Reduction: Instances of miscommunication, role ambiguity, and task overlap were significantly reduced through the implementation of daily stand-ups, backlog grooming sessions, and clearly defined responsibilities. This proactive approach allowed the team to surface and resolve issues early in each sprint.\u003c/li\u003e\n \u003cli\u003eTeam Cohesion: Data from peer evaluations and reflection journals revealed increased levels of trust, mutual support, and collective accountability. Team members reported a growing sense of psychological safety and shared ownership of outcomes\u0026mdash;hallmarks of effective collaborative learning environments.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThese outcomes underscore the importance of integrating Agile frameworks into problem-based learning environments, where iterative reflection, clear roles, and transparent processes are crucial for fostering productive collaboration and conflict resilience.\u003c/p\u003e\n\u003ch3\u003e5.3 Entrepreneurial Mindset Outcomes\u003c/h3\u003e\n\u003cp\u003eParticipation in the Vision Team project fostered key elements of an entrepreneurial mindset, including increased risk-taking, initiative, and digital monetization capability. The real-world implementation of a Shopify store, combined with targeted social media marketing campaigns, provided students with hands-on experience in digital entrepreneurship and market engagement (Kożuch et al., 2023).\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eMonetization\u003cstrong\u003e:\u003c/strong\u003e The team successfully launched and marketed their digital stories through a branded Shopify storefront. Students utilized analytics tools to track visitor behavior, conversion rates, and user engagement, then adjusted content and promotional strategies accordingly.\u003c/li\u003e\n \u003cli\u003eInitiative\u003cstrong\u003e:\u003c/strong\u003e Reflection journals and supervisor feedback indicated that several team members independently launched side projects or freelance ventures, applying the digital storytelling, marketing, and AI tools introduced during the project.\u003c/li\u003e\n \u003cli\u003eRisk-Taking\u003cstrong\u003e:\u003c/strong\u003e The iterative nature of Agile sprints encouraged experimentation and resilience. Students reported feeling more comfortable taking creative and strategic risks, and viewed feedback and failure as integral to their learning process\u0026mdash;hallmarks of entrepreneurial learning (Afonso \u0026amp; Costa, 2022).\u003c/li\u003e\n \u003cli\u003eThese outcomes highlight the potential of integrating technology-enhanced, project-based learning with Agile methodologies to cultivate not only competencies but also mindsets essential for entrepreneurial success in the digital economy.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003eTable 1 : Shopify Store Engagement and Key Performance Metrics\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMetric\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eValue\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eNotes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eTotal site visitors\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e588\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eThe majority accessed via mobile devices\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eReturning visitors\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e243 (41.3%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eIndicates strong repeat interest\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eHighest audience location\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSaudi Arabia\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eHigh alignment with Vision 2030 target\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eTop devices\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMobile\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSupports a mobile-first storytelling approach\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eConversion rate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.4%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eHigher than average for educational products\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eProduct purchases\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e20+\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMonetized story downloads (free and paid)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eTop-performing platform\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eInstagram\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eHighest engagement and traffic referral\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eShopify store engagement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSteady over a 4-week sprint\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eWeekly content drops drove consistent traffic\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eEmail opt-ins / newsletter signups\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e35+\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eCaptured for ongoing community building\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003ch3\u003e5.4 Reflections from Participants\u003c/h3\u003e\n\u003cp\u003eParticipant reflections emphasized the effectiveness of integrating AI tools, Agile methodologies, and collaborative digital platforms in enhancing both the learning experience and project outcomes. Students valued the opportunity to work toward real-world deliverables in a supportive, technology-enhanced environment that encouraged experimentation, iteration, and creative growth (McKenna \u0026amp; Edwards, 2022).\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eWorkload Management: Students reported that AI-supported automation and transparent task distribution\u0026mdash;facilitated through tools such as Trello and ChatGPT\u0026mdash;helped them manage time and responsibilities more effectively.\u003c/li\u003e\n \u003cli\u003eCreative Inspiration: The introduction to advanced digital tools and collaborative brainstorming processes stimulated new storytelling techniques and encouraged creative risk-taking.\u003c/li\u003e\n \u003cli\u003eIterative Learning: The Agile emphasis on reflection and continuous improvement was widely viewed as instrumental to personal and team development. Students reported higher levels of motivation, adaptability, and confidence in applying feedback.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eOverall, participant feedback affirms the pedagogical value of combining PBL, Agile methods, and AI-enhanced storytelling\u0026mdash;not only for developing technical skills, but also for fostering creativity, autonomy, and collaborative problem-solving in authentic learning environments.\u003c/p\u003e\n\u003ch3\u003e5.5 Implications for Educational Program Design\u003c/h3\u003e\n\u003cp\u003eThe findings of this study offer practical recommendations for business, media, and entrepreneurship educators seeking to modernize their curricula:\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eIntegrate short, revenue-oriented digital storytelling sprints into coursework, leveraging AI tools and collaborative platforms to foster creativity, engagement, and digital fluency.\u003c/li\u003e\n \u003cli\u003eProvide faculty development on Agile methodologies to support iterative project cycles, formative assessment, and a culture of continuous improvement.\u003c/li\u003e\n \u003cli\u003eAdopt validated rubrics and mixed-methods assessment frameworks to measure competency growth and inform instructional design decisions reliably.\u003c/li\u003e\n \u003cli\u003eEncourage the formation of interdisciplinary teams and real-world problem scenarios that reflect the complexity of professional environments, thereby enhancing the transferability of skills and knowledge.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eBy embedding these strategies, higher education institutions can better prepare students for the demands of a technology-driven workforce, while promoting the development of entrepreneurial mindsets, adaptive learning habits, and effective team collaboration (Kożuch et al., 2023; Dinis-Carvalho \u0026amp; Fernandes, 2022).\u003c/p\u003e"},{"header":"6. Conclusion","content":"\u003ch3\u003e6.1 Summary of Key Findings\u003c/h3\u003e\n\u003cp\u003eThis study demonstrates that integrating Agile-managed digital storytelling into a problem-based learning (PBL) classroom is an effective method for enhancing both students' entrepreneurial and interpersonal skills. The example of the Vision Team presented measurable improvements in creativity, leadership, communication processes, and task ownership, particularly through the use of artificial intelligence (AI) and digital team interaction. The experience with an iterative, real-life, project-based orientation, along with pre-planned feedback loops and digital teamwork, allowed students to develop the applicable skills required to succeed in the digital and creative sector (Afonso \u0026amp; Costa, 2022; Kožuch et al., 2023).\u003c/p\u003e\n\u003ch3\u003e6.2 Contribution to Practice and Research\u003c/h3\u003e\n\u003cp\u003eThe study provides empirical evidence on the mixed use of PBL, Agile methodologies, and AI-led digital storytelling in entrepreneurship education, particularly in the context of the Middle East. It highlights the pedagogical importance of utilizing iterative project phases, collaborative learning techniques, and digital content production to foster entrepreneurial attitudes and cooperative skills. The presented study offers a portable and scalable solution that can be applied by teachers and curricular designers to both domains, aiming to address the issue of academic learning misalignment with the challenges of real-world innovation (Balan \u0026amp; Metcalfe, 2022; Kountouris \u0026amp; Kountouris, 2022).\u003c/p\u003e\n\u003ch3\u003e6.3 Limitations\u003c/h3\u003e\n\u003cp\u003eThe present research is limited in several ways. Its unit of design (a single case) is a barrier to generalizability, and the measurement of temperament development is hindered by the use of self-report data, which may introduce a possible bias. Additionally, the project is too brief to conclude the long-term retention of skills. Future studies will need to adopt multi-case, longitudinal, and mixed-methods designs to measure a broader and longer-lasting effect (Bjones \u0026amp; Kolmos, 2022; Dinis-Carvalho \u0026amp; Fernandes, 2022).\u003c/p\u003e\n\u003ch3\u003e6.4 Future Research Directions\u003c/h3\u003e\n\u003cp\u003eFuture studies should pursue the following directions:\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eConduct multi-case comparisons to validate the findings across teams, institutions, and cultural contexts.\u003c/li\u003e\n \u003cli\u003eImplement longitudinal tracking to assess the sustainability of entrepreneurial and teamwork competencies over time.\u003c/li\u003e\n \u003cli\u003eExplore partnerships with startup incubators and industry stakeholders to enhance the real-world relevance and impact of initiatives.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eInvestigate the pedagogical potential of emerging AI and digital tools in enhancing creativity, collaboration, and project management in education (Kożuch et al., 2023; Krause \u0026amp; Scholl, 2022).\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAfonso, A., \u0026amp; Costa, J. (2022). Problem-Based Learning in Entrepreneurship Education: A Systematic Review. \u003cem\u003eJournal of Entrepreneurship Education\u003c/em\u003e, \u003cem\u003e25\u003c/em\u003e(3), 1\u0026ndash;15.\u003c/li\u003e\n\u003cli\u003eAl Mamary, Y. H. (2025). The transformative power of artificial intelligence in entrepreneurship: Exploring AI\u0026rsquo;s capabilities for the success of entrepreneurial ventures. \u003cem\u003eFuture Business Journal\u003c/em\u003e, \u003cem\u003e11\u003c/em\u003e, 104.\u003c/li\u003e\n\u003cli\u003eAlbrecht, S., Longmu\u0026szlig;, J., H\u0026ouml;hne, B., \u0026amp; Br\u0026auml;utigam, S. (2016). Agile learning \u0026ndash; Bridging the gap between industry and university. \u003cem\u003eProceedings of the 44th SEFI Conference\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003eBalan, P., \u0026amp; Metcalfe, M. (2022). Experiential Learning and Entrepreneurship: A Case Study Approach. \u003cem\u003eInternational Journal of Management Education\u003c/em\u003e, \u003cem\u003e20\u003c/em\u003e(1), 100598.\u003c/li\u003e\n\u003cli\u003eBarrow, C., \u0026amp; McKimm, J. (2022). \u003cem\u003eEntrepreneurship Education: A Practical Guide\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003eBell, S., \u0026amp; Koul, R. (2022). \u003cem\u003eProblem-Based Learning in Higher Education: The Power of Authentic Learning\u003c/em\u003e. Routledge.\u003c/li\u003e\n\u003cli\u003eBj\u0026oslash;nness, C., \u0026amp; Kolmos, A. (2022). The Impact of Problem-Based Learning on Students\u0026rsquo; Entrepreneurial Competencies. \u003cem\u003eEducation + Training\u003c/em\u003e, \u003cem\u003e64\u003c/em\u003e(2), 234\u0026ndash;250.\u003c/li\u003e\n\u003cli\u003eCabero Almenara, J., \u0026amp; Avello Mart\u0026iacute;nez, E. (2023). \u0026amp; colleagues. \u003cem\u003eFrontiers in Education\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003eChua, A., \u0026amp; Chua, S. (2022). Enhancing Team Collaboration in Project-Based Learning through Digital Tools. \u003cem\u003eInnovations in Education and Teaching International\u003c/em\u003e, \u003cem\u003e59\u003c/em\u003e(4), 450\u0026ndash;462.\u003c/li\u003e\n\u003cli\u003eDinis-Carvalho, J., \u0026amp; Fernandes, A. (2022). Agile Methodologies in Education: A Systematic Literature Review. \u003cem\u003eEducation Sciences\u003c/em\u003e, \u003cem\u003e12\u003c/em\u003e(1), 45.\u003c/li\u003e\n\u003cli\u003eHung, W. (2011). Theory to reality: A few issues in implementing problem-based learning. \u003cem\u003eEducational Technology Research and Development\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003eKountouris, Y., \u0026amp; Kountouris, A. (2022). Digital Storytelling in Higher Education: A Pedagogical Approach. \u003cem\u003eJournal of Educational Technology \u0026amp; Society\u003c/em\u003e, \u003cem\u003e25\u003c/em\u003e(3), 1\u0026ndash;12.\u003c/li\u003e\n\u003cli\u003eKożuch, A., Lenart-Gansiniec, R., \u0026amp; Sułkowski, Ł. (2023). Digital Natives and Entrepreneurship Education: The Role of Technology and Agile Methodologies. \u003cem\u003eEducation and Information Technologies\u003c/em\u003e, \u003cem\u003e28\u003c/em\u003e(1), 1\u0026ndash;20.\u003c/li\u003e\n\u003cli\u003eKraus, S., Giuggioli, M., \u0026amp; Pellegrini, M. (2025). \u003cem\u003eArtificial intelligence technologies and entrepreneurship: A hybrid literature review. Review of Managerial Science\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003eKrause, J., \u0026amp; Scholl, A. (2022). Agile Project Management in Higher Education: A Case Study. \u003cem\u003eInternational Journal of Management Education\u003c/em\u003e, \u003cem\u003e20\u003c/em\u003e(2), 100621.\u003c/li\u003e\n\u003cli\u003eMcKenna, S., \u0026amp; Edwards, R. (2022). AI in Education: A Critical Review. \u003cem\u003eLearning, Media and Technology\u003c/em\u003e, \u003cem\u003e47\u003c/em\u003e(4), 450\u0026ndash;465.\u003c/li\u003e\n\u003cli\u003eSchmidt, H. G., Rotgans, J. I., \u0026amp; Yew, E. H. J. (2011). \u003cem\u003eThe process of problem-based learning: What works and why\u003c/em\u003e. Medical Education.\u003c/li\u003e\n\u003cli\u003eSoudien, C., \u0026amp; Soudien, P. (2022). Digital Storytelling as a Tool for Critical Thinking and Reflection. \u003cem\u003eTeaching in Higher Education\u003c/em\u003e, \u003cem\u003e27\u003c/em\u003e(5), 600\u0026ndash;615.\u003c/li\u003e\n\u003cli\u003eZadeh, E. K., Khoulenjani, A. B., \u0026amp; Safaei, M. (2024). Integrating AI for agile project management: Innovations, challenges, and benefits. \u003cem\u003eInternational Journal of Industrial Engineering and Construction Management\u003c/em\u003e, \u003cem\u003e1\u003c/em\u003e(1), 1\u0026ndash;15.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Management and Science University","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"AI-enhanced digital storytelling, problem-based learning, qualitative study, Saudi Arabian university students, team competencies","lastPublishedDoi":"10.21203/rs.3.rs-7213934/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7213934/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe study examines the applications of problem-based learning (PBL), Agile project management, and AI-enhanced digital storytelling in experiential learning to develop entrepreneurial and team-related proficiency among higher education learners. By getting a deeper look at an imaginary case study (the so-called Vision Team, an interdisciplinary team of students whose task is to create and market digital stories that align with Saudi vision 2030), the study presents how the collaborative platform (e.g., Trello, Miro), AI-based content generation tools (ChatGPT, Merlin, Leonardo), and iterative Agile sprints can assist with the development of the skills. Using a mixed-methods scenario that comprised project logs, peer and self-evaluations, and evaluator feedback, the study found significant gains in the sections of creativity, task ownership, leadership, and communication. The model's real-life successes, such as content monetization and user adoption, also demonstrate its value. Its results reemphasize the viability of integrating PBL, Agile techniques, and newer technologies in teaching entrepreneurship, as well as providing an instructional lesson for other business and media curriculum developers.\u003c/p\u003e","manuscriptTitle":"Fostering Entrepreneurial Team Competencies through AI-Enhanced Digital Storytelling and Problem-Based Learning: A Qualitative Study of University Students in Saudi Arabia","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-29 10:12:51","doi":"10.21203/rs.3.rs-7213934/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"3b71c155-fa26-4bfa-aa77-6624ac54d14e","owner":[],"postedDate":"July 29th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":52120090,"name":"Artificial Intelligence and Machine Learning"}],"tags":[],"updatedAt":"2025-07-29T10:12:51+00:00","versionOfRecord":[],"versionCreatedAt":"2025-07-29 10:12:51","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7213934","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7213934","identity":"rs-7213934","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}