Parbanath, StevenEssien, George2025-11-102025-11-102025-04-28https://hdl.handle.net/10321/6295This thesis was submitted in fulfilment of the requirements of the degree of Doctor of Philosophy in Information Technology, Durban University of Technology, Durban, South Africa, 2025.Climate change has been negatively impacting our environment. The adverse effects of climate change include flooding, drought, rising sea levels, hurricanes, and high temperatures in different regions. The primary source of climate change is the release of greenhouse gases into the atmosphere. Methane (CH4), nitrous oxide (N2O), and carbon dioxide (CO2) are examples of greenhouse gases. Specific human activities contribute to the emission of greenhouse gases into the atmosphere. Fossil fuel combustion is the primary human activity responsible for greenhouse gas emissions. Carbon dioxide is the most prevalent greenhouse gas, accounting for approximately 75% of global emissions. This dominance of carbon dioxide in greenhouse emissions necessitated the concept of carbon literacy to educate individuals and organizations on ways to reduce their carbon footprint. Robot-assisted digital storytelling is a digital storytelling method that uses social robots to tell a story to audiences. From elementary schools to universities, robot-assisted storytelling has been demonstrated to be an effective teaching method. However, no published model exists for developers to create robot storytelling instruction or training. Hence, this thesis proposes a robot-assisted digital storytelling model for carbon literacy training. The study employed the design science research methodology for its activities. The model development process started with the selection of articles that had been published on robot storytelling. The selected articles were analyzed, and the procedures and activities used to create robot storytelling were identified. Those activities and procedures were synthesized to develop the proposed robot storytelling model. The model was experimented with by using it to create digital storytelling, which trained selected undergraduate students on carbon literacy. Similar training was delivered to some students using a narrated PowerPoint presentation for comparison. The two pieces of training were evaluated, and it was discovered that though both trainings improved learning outcomes and motivation, the robot storytelling enhanced the participants' knowledge of carbon literacy better than the narrated PowerPoint presentation. In conclusion, this study proposed a six-element model that enhances learner motivation, engagement, and learning outcomes in carbon literacy training.227 penClimate changeGreenhouse gasRobot-assisted digital storytellingEnvironmental educationClimatic changesAtmospheric carbon dioxideRobotics in educationDigital storytellingGreen technologyEntrepreneurshipThesishttps://doi.org/10.51415/10321/6295