KeshavarzMotlaghShirazi, Zohreh2025-10-142025-10-142025-05-01Pacific Journal of Technology Enhanced Learning, ISSN: 2624-4705 (Print); 2624-4705 (Online), Auckland University of Technology (AUT) Library, 7(2), 10-11. doi: 10.24135/pjtel.v7i2.2102624-47052624-4705http://hdl.handle.net/10292/19945This abstract presents a scholarly examination of the intertwining between traditional Iranian storytelling and contemporary educational practices through technological advancements, particularly artificial intelligence (AI). It articulates the concept of "cloaked philosophy," where deep philosophical insights are embedded within compelling narratives, akin to the allegorical style found in the works of historical Iranian mystics like Suhrawardi (Najafi, 2022). This methodology not only preserves cultural heritage but also enhances intellectual inquiry within educational frameworks (Najafi, 2022). The research investigates how modern digital platforms can revitalise such storytelling techniques, thereby transforming the conveyance of complex philosophical ideas to align with the digital age (Giuliano, 2020). The presentation builds upon comparative literature, philosophy, and educational research, emphasising the role of AI as a modern conduit for narrative innovation (Artamonov et al., 2021). By examining AI-generated visual narratives, the study proposes a contemporary method for representing philosophical discourses, thereby ensuring they remain engaging and accessible to current audiences (Giuliano, 2020). This aligns with the potential of AI to create immersive experiences that complement traditional storytelling, preserving the authenticity of Persian wisdom while accommodating contemporary pedagogical needs (Najafi, 2022). Iranian storytelling is steeped in centuries of literary and philosophical practice, where mystics and poets have cloaked profound philosophical insights within narrative layers, this cloaked philosophy involves the subtle embedding of complex ideas within parables and allegories (Kreyenbroek et al, 2010; Yamamoto et al, 2010). Historically, such narratives were not merely entertainment; they functioned as vehicles for transcending explicit knowledge and engaging the audience in a reflective, experiential mode of understanding. In this context, the allegorical elements serve as mnemonic devices, inviting interpretative engagement and inciting deeper intellectual inquiry. Researchers such as Najafi (2022) and Ziai (1990) have elucidated how these traditional methods effectively transmitted wisdom while preserving cultural specificity. The presentation situates traditional narrative techniques within the context of twenty-first-century technological advancements, particularly the burgeoning field of AI. In this presentation I will explore the potential for modern digital platforms to reinvigorate ancient storytelling practices, thereby forging new pathways for the dissemination of complex ideas in contemporary educational settings. The presentation will present a framework for utilising AI as a medium for narrative innovation. This framework underlines the capacity of technology to preserve and evolve the art of storytelling, ensuring that philosophical discourses remain accessible and relevant to modern audiences. While AI generates potent visual frameworks for myth-making (Artamonov, Medvedeva, Tikhonova & Slivnaia, 2021), the iterative involvement of the researcher ensures that technology supplements rather than overshadows cultural nuances. The presentation offers a reflective commentary on the interplay between tradition and innovation, proposing that the future of teaching and learning may benefit significantly from the strategic integration of culturally grounded narratives and emerging digital technologies. Ultimately, the presentation contends that these cloaked philosophies foster a renewed appreciation of Iranian wisdom for present and future generations. The proposed framework highlights the potential of modern narrative technologies to foster innovative teaching and learning paradigms, thereby ensuring that ancient philosophical insights remain accessible and relevant in the relevant audience. Copyright (c) 2025 Zohreh Keshavarz Motlagh Shirazi. Creative Commons License. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.https://creativecommons.org/licenses/by-nc-nd/4.0/3901 Curriculum and Pedagogy39 Education3904 Specialist Studies In Education3901 Curriculum and pedagogy3904 Specialist studies in educationJournal ArticleOpenAccess10.24135/pjtel.v7i2.210