This study aims to identify activities in digital storytelling that promote three types of thinking skills: associative, visual, and divergent, in science classrooms. To achieve this research purpose, a systematic review of the literature was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The final reviewing process has led to a total of 41 selected articles that were retrieved from six electronic databases: Web of Science, Scopus, ScienceDirect, EBSCOhost, Semantic Scholar, and Google Scholar. These articles were published from 2004 until 2022. Through qualitative data analysis, the results revealed 36 digital storytelling activities that can be implemented in science classrooms to promote students' thinking skills. It can also be concluded from the findings that, for optimal results, the implementation of digital storytelling should incorporate a combination of activities and adopt a collaborative approach to support all three types of thinking skills. Overall, this study highlights the activities of digital storytelling that can develop students' thinking skills and enhance their science learning understanding.