The aim of this study is to examine the effects of inquiry-based learning supported by digital stories in the DNA and Genetic Code unit on the academic achievement, scientific creativity, and scientific inquiry skills of 8th-grade students. A quasi-experimental research design with a pretest-posttest control group was used in this study. The research was conducted with a total of 51 8th-grade students at a public middle school in the provincial center of Balıkesir during the 2023-2024 academic year, 26 in the control group and 25 in the experimental group. The experimental group received instruction using inquiry-based learning activities supported by digital stories, while the control group received instruction within the framework of the Ministry of National Education curriculum. The DNA and Genetic Code Achievement Test, Scientific Creativity Test, and Scientific Inquiry Skills Test were administered to collect data in the study. The obtained data were analyzed using the SPSS 27.0 package program. Due to the normal distribution of the data, the unrelated samples t-test was used to compare separate groups, and the paired samples t-test was used to compare groups within themselves. The findings from the study revealed that inquiry-based learning activities supported by digital stories increased students' academic achievement, creativity, and scientific inquiry skills. Furthermore, a significant difference was found between the achievement test, scientific creativity test, and scientific inquiry skills test post-test scores of students in the control and experimental groups, favoring the experimental group. Based on these results, the effects of students designing digital stories can be investigated in different studies.