The purpose of this study is to analyze the effect of the digital storytelling method on academic achievement and various variables by examining the method in terms of meta-analytic and meta-thematic aspects. Therefore, meta-analytic and meta- thematic dimensions were used together in the study. Within the context of the meta-analytic dimension of the research, the data obtained from 34 studies meeting the criteria of inclusion from various databases were analyzed using Comprehensive Meta- Analysis Software (CMA) to examine the effect of digital storytelling method on academic achievement. On the other hand, in the meta-thematic dimension performed to complete the obtained data, qualitative findings were obtained by quoting common codes and themes from the qualitative studies. In this context, the general characteristics of the digital storytelling method, their contributions to the cognitive dimension, and difficulties encountered during application were addressed. According to the results of the research, the digital storytelling method has been found to have a significant positive effect on academic achievement. The results of the meta-thematic assessments revealed that the digital storytelling method had an effect on making the students gain several 21st-century skills such as creative thinking, effective communication, and research skills, and it facilitated learning, provided permanence, and positively affected academic achievement. Time limitation, limited internet access, technological insufficiency, technical problems, lack of technical knowledge and skills, and lack of technical support are some of the problems faced during the implementation.