DATASET

This mixed-methods study examines how a digital storytelling (DST) project can foster university students’ awareness of minority language issues in Vietnam. Grounded in sociolinguistic theories of language ideology, language awareness, and critical language pedagogy, the study investigates changes in students’ cognitive, affective, social, power, and performance awareness after a seven-week DST intervention. Seventy-two students enrolled in a Language and Culture course participated in group-based video projects documenting endangered minority languages. Quantitative data were collected via a retrospective pre-post survey, and qualitative insights were drawn from open-ended reflections and interviews. Results indicate significant gains across all five dimensions of awareness, with students demonstrating increased knowledge, empathy, critical reflection, and confidence in advocating for linguistic diversity. These findings underscore DST’s potential as a transformative pedagogical approach that bridges language, culture, and curriculum. By integrating critical sociolinguistic content with multimodal production, DST positions students not only as learners but as active participants in reimagining linguistic and cultural inclusion in education.