The application of Generative Artificial Intelligence (GAI) in education has grown significantly, aiming to enhance teacher-student interactions, learning outcomes, and instructional experiences. Digital storytelling (DST) serves as a critical pedagogical tool in teaching and learning, and proficiency in DST design has become an essential skill for learners. However, limited research exists on applying GAI in the context of DST design. This study explored university students’ attitudes toward using GAI technology in higher education, focusing on their cognition, willingness to use, and concerns about DST creation. A total of 78 undergraduate students majoring in educational technology participated in an 18-week course on DST creation. The course incorporated GAI tools such as ChatGPT, Midjourney, and Runway to accomplish key tasks related DST tasks. After completing the course, participants completed a questionnaire assessing their perceptions of using GAI tools in DST creation. Results indicated that students generally held positive attitudes toward the application of GAI tools. Cognitively, participants not only recognized the diverse functionalities of GAI but also demonstrated an awareness of its limitations. In terms of willingness, students were inclined to support using GAI tools to assist in completing work-related tasks. However, concerns focused on data privacy and security, and the risk of over-reliance on GAI tools. By examining the use of GAI tools in DST design, this study offers practical guidance for leveraging GAI tools in DST projects and insights into students’ perceptions. These findings provide valuable implications for future technological innovations involving GAI in educational contexts.