The Digital Landmark Stories activity within the VET Pact project was designed to offer vocational education and training students a unique way to reflect on their personal and professional development. By creating short digital films, students could present their career milestones in a creative and impactful way, complementing traditional CVs. The process began in April 2024, during the final day of the VET Pact training in Cartagena, Colombia. Two trainers from Anthropolis led an intensive workshop for six educators -one from each participating country, Argentina, Columbia, El Salvador, Hungary, Romania and Spain- guiding them through the process that their students would later follow.
The one-day training introduced the concept of DLS as a method of digital storytelling (DST) tailored for VET students. Participants explored its benefits, examined example films, and worked through a structured five-step process:
Briefing – Understanding the purpose and structure of a DLS film.
Writing – Developing a personal story that highlights key experiences.
Recording – Narrating the story in their own voice.
Editing – Learning to assemble visuals and audio using DaVinci Resolve.
Sharing – Discussing the best ways to present the final product.
Educators engaged in activities like the “River of Life” exercise to develop their own narratives. By the end of the session, each participant had recorded their own Digital Landmark Story and started the editing process. The training concluded with a discussion on how to integrate the method into local VET institutions, considering both logistical and pedagogical challenges.
Following the Cartagena training, educators returned to their respective countries with the task of implementing the DLS method in their schools. Between April 15 and August 30, 2024, workshops were held in all six partner countries, engaging a total of 154 students—exceeding the initial goal of 150 participants. The distribution of students was as follows: Argentina and Colombia, 32-32 students, El Salvador and Hungary, 23, Romania and Spain, 22.
Each workshop followed the same structure as the Cartagena training, ensuring a consistent learning experience. Students participated in brainstorming sessions, developed their personal stories, recorded their narration, and edited their videos using the tools provided by their teachers. While all six educators supported at least five students each, some went beyond the minimum requirement, resulting in a total of 29 completed student films. The distribution of finished films per country was 6 films from Argentina, 5 from Colombia, 4 from El Salvador, 5 from Hungary, 4 from Romania and 5 from Spain.
To celebrate the students’ efforts and provide a platform for their work, two online screening sessions were organized in September 2024. Given that the films were created in students’ native languages, the screenings were divided into two groups: one in Spanish and one in Hungarian. The sessions also allowed for interactive discussions between filmmakers and their peers. The Spanish-language session featured participants from Argentina, Colombia, El Salvador, and Spain, while the Hungarian session included students from Hungary and Romania and all engaged in discussions about the creative process, the challenges they faced, and the lessons they learned through storytelling.
At the end of the process, all 154 participating students completed short evaluation questionnaires to assess their experience. Feedback was overwhelmingly positive, with students highlighting the value of storytelling as a way to reflect on their professional paths and express their personal growth. Many reported that the process helped them gain confidence, improve their communication skills, and develop a deeper understanding of their career aspirations.
To conclude, the Digital Landmark Stories initiative successfully provided VET students with an innovative, engaging, and personal way to document their learning journeys. Beyond the technical skills acquired, the project fostered self-reflection, creativity, and a sense of achievement among participants—key competencies for both education and the labor market.
