In this paper, we identify the use of Digital Storytelling (DS) as a mode of pedagogy aligned with an ethics of care. We consider how DS, as summative assessment, may foreground care ethics such as attentiveness, responsiveness, and trust. Our interest in this topic stems from our concern over the impact on staff and students of the massification of higher education, which includes low attendance, social isolation, and educator burnout. This paper presents an empirical study of students' summative work and educators' views on the use of DS in the classroom in the context of a large, international cohort of first year undergraduates on an Education Studies programme. We conclude that DS may help students overcome some of the negative issues of massification and the legacy of COVID-19 identified in this paper, and that educators may also derive benefits from its use.