Purpose
As virtual medical education expands, faculty are tasked with teaching diverse learners across geographies, languages,,cultures. While technology enables access, it challenges traditional teaching assumptions. This study aimed to explore how medical educators navigate the complexities of teaching linguistically diverse student cohorts in online environments.

Methods
This qualitative exploration was conducted through a digital storytelling methodology. Fourteen faculties from institutions in India were invited to share reflective digital narratives describing their experiences teaching online to diverse student groups. Participants were guided through a structured storytelling workshop that encouraged reflection on cultural sensitivity.The digital stories were analysed using narrative inquiry techniques. Emphasis was placed on how educators constructed meaning through their stories and which elements of their identity surfaced most strongly.

Results
Three narrative arcs emerged. First, teaching in translation reflected the linguistic adaptation needed to overcome language barriers and ensure comprehension. Second, cultural mirrors highlighted moments where faculty either connected with or misread students’ values and learning cues. Third, belonging through the screen captured efforts to humanize the digital space through personalized feedback. Faculty emphasized that online diversity was not only about geography but also about unspoken classroom norms.

Conclusion
Digital storytelling offered a unique lens into the reflective dimensions of teaching global learners. Faculty do not merely deliver content, they mediate culture, identity, and inclusion through screens. Training in narrative competence, culturally responsive teaching, and multimodal communication is essential to strengthen educator confidence and student connection in global online classrooms.