using mini-stories as teaching techniques: a qualitative study

Background: mini stories are short, fictional narratives illustrating a particular concept or idea. this study aims to explore the effectiveness of mini-stories as a teaching technique based on teachers' experiences who have used this approach in their classrooms. methods: a qualitative research approach was used to gather data from teachers using mini-stories as a teaching technique. a total of 8 professors from different scientific fields were selected for this study. each participant was interviewed individually, and the interviews were recorded and transcribed for analysis. the data were analyzed using a thematic analysis approach. results: student-centered and teacher-centered are two categories extracted with ten sub-categories extracted, including relevance to the lesson, attractiveness, brevity, informality, creativity, reflection, problem-solving, age appropriateness, effectiveness, and reflection. conclusions: the study's findings reveal a two-fold teaching approach, encompassing teacher-centered and student-centered modes. mini-stories represent a valuable teaching technique, captivate students, elucidate complex concepts, and stimulate critical thinking.