Harnessing the educational value of folktales in teaching moral education for primary school students

Hang Nguyen Thi Thu (), Ngoc Nguyen Thi Bich () and Trang Nguyen Thi Thu ()

Edelweiss Applied Science and Technology, 2025, vol. 9, issue 11, 613-624

Abstract: This study investigates whether a structured folktale-based pedagogical approach can strengthen moral education for primary students under typical classroom conditions. We developed a four-step sequence: selection of locally relevant folktales aligned with lesson standards, storytelling, guided analysis of characters’ actions and consequences, and creative moral problem-solving with reflection. It was implemented in Grade-5 classrooms using a quasi-experimental pre–post design (experimental n = 25; control n = 25). Moral development was assessed on five criteria: recognition of right and wrong, moral analysis and evaluation, behavior in new situations, attitudes toward moral behavior, and real-life application, using rubrics, classroom observations, and student outputs. Implementation was feasible within ordinary lesson time; the experimental class showed marked pre–post gains across all criteria, while the control class changed minimally. Teachers reported high relevance, clarity, and usability for routine instruction. Thus, folktale-based instruction effectively translates abstract moral norms into concrete, emotionally engaging experiences that enhance students’ moral cognition, attitudes, and behavior. The study contributes a classroom-ready pedagogical model with replicable lesson steps and assessment rubrics that teachers can adapt to local narratives within competency- and value-based curricula.

Keywords: Competencies; Cultural identity; Folktales; Moral education; Pedagogy; Primary education. (search for similar items in EconPapers)
Date: 2025
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