Just as we can't expect actors trained primarily for the stage to perform the same way in films, conventional Public Speaking (PS) must adapted to digital environments. This shift emphasizes the need to treat Digital Oratory (DO) as a separate, skill-based discipline. Our research aims to examine DO instruction in English as a Foreign Language (EDO) at the high school level. To evaluate the integration of Constructivism, Connectivism and Multimedia Learning Theories in EDO training, a mixed-methods study technique was employed, which involved creating a structured questionnaire, validating and disseminating it to communication experts (N = 52) worldwide. We have uncovered that EDO shares many fundamental characteristics with traditional PS while exhibiting distinct features. EDO prioritizes "creativity, active listening, and leadership" while also addressing the technical and digital competencies necessary for effective communication. Key challenges in implementing EDO courses include the "lack of teacher training," "institutional support," and "inadequate technological infrastructure." EDO embraces an audience-centered and technology-based approach to communication training. "Persuasive," "prepared," and "impromptu speeches," dynamic "feedback," and interaction with the audience, as well as a balanced approach to the training of the rhetorical canons are an integral part of EDO. EDO training equips individuals with essential skills for 21st-century professional and personal development.