Abstract
Deaf and Hard-of-Hearing (DHH) students face persistent barriers in computer science education due to the limited accessibility of traditional instructional methods. This study investigates the effectiveness of a Digital Storytelling (DS) approach, delivered via a custom-designed platform developed specifically for this research, in enhancing computational thinking and digital literacy among DHH middle school students in Kazakhstan. An experimental pre-test/post-test design, embedded within a real-world case study, was employed to enable a controlled comparison. Participants (n = 64) were assigned to either an experimental group, which received DSbased instruction, or a control group, which followed conventional textbook-based instruction. The StoryHub platform, integrating Kazakh Sign Language (KSL), subtitles, interactive animations, and reflection tools, was iteratively tested and refined in collaboration with teachers and DHH students to ensure accessibility, engagement, and alignment with national curriculum standards. Quantitative results demonstrated that the experimental group achieved significantly higher gains in computational thinking skills and digital literacy (p < 0.001) compared to the control group (p < 0.05), with a large effect size. Surveys and classroom observations further indicated increased motivation, active engagement, and learning autonomy among students using the DS platform. These findings highlight the transformative potential of culturally and linguistically accessible digital storytelling tools in supporting inclusive STEM education. The study offers implications for the design of future educational technologies for DHH learners and suggests that DS-based instruction can serve as a scalable, effective model for inclusive computer science education.