Digital storytelling (DS) has attracted significant scholarly attention, especially in its capacity to enhance students’ creativity, critical thinking, and knowledge equity. This is due to the accelerated adoption of technology in education. This chapter is devoted to exploring the potential of digital storytelling in Moroccan higher education in terms of its potential as a decolonial pedagogical approach, particularly how it serves as a catalyst for promoting creativity, critical thinking, and equitable knowledge practices. The chapter involved the use of a mixed-methods approach. In this case, a survey questionnaire with 131 participants to measure their knowledge of DS and its potential in transforming creativity, critical thinking, and equitable knowledge practices, and semi-structured interviews with 11 instructors at University Mohamed First Oujda, Morocco to examine in-depth experiences, challenges, and expectations of the use of DS in Moroccan higher education. The study reveals that DS holds the capacity to promote critical thinking and creativity, while providing a forum for underrepresented voices. Teachers are receptive to DS integration, but they also emphasize the need for institutional support and training. With useful suggestions for policymakers, teachers, and curriculum designers, the study adds to the current debate on digital pedagogy and decolonial education.