In the contemporary educational landscape, quality education requires a shift toward pedagogical models that develop knowledge and prepare students for the complexities of professional careers. This manuscript is an exploratory investigation of an educational innovation centred on podcast production within a Master of Science course (21 students). By moving beyond traditional oral assessment, this intervention fosters active learning and soft skills, such as metacognition, scientific communication, and collaborative problem-solving, which are essential for contributing to a sustainable society. The study examines the translation of a written technical essay on sustainable materials into digital storytelling. Students engaged in a multi-stage process of research, synthesis, and peer review. Marks across three consecutive course editions using the same evaluation rubric were compared, and qualitative feedback was gathered from 15 students through a questionnaire. The learners reported enhanced topic mastery (93.3%) and critical thinking (80%). By bridging the gap between academic research and non-specialist communication, this activity provides a scalable model across diverse disciplines. This research showcases how podcasting can overcome traditional learning barriers, ensuring that higher education remains responsive to the evolving requirements of our global society.
Marinelli et al. (Mon,) studied this question.