FOLKLORE AS AN INSTRUCTIONAL RESOURCE IN PRIMARY EDUCATION

Rriollza AGOLLI

Abstract

Folklore, as an essential part of cultural heritage, constitutes a significant instructional resource in primary education, contributing to the linguistic, cultural, and socio-emotional development of students. This study was motivated by the need to understand teachers' perceptions of the role of folklore in the teaching process, the frequency of its practical application, and the potential of folkloric material to shape students' personal experiences, values, and attitudes. The study is qualitative and descriptive. Data were collected through open-ended questionnaires administered to 50 primary education teachers from the Korçë Local Educational Office. The questions were carefully designed to encourage extended and reflective responses (Richardson, 1992). Analysis has been conducted using thematic analysis (Rodrigues, 2006) through a structured process that involved repeated reading of the materials, initial coding, thematic categorization, and integrated data analysis. The results indicate that teachers value folklore as a motivational tool that increases student interest, strengthens cultural awareness, and supports the development of linguistic skills. However, significant challenges were identified regarding the lack of adapted resources, particularly digital materials and methodological guides, as well as the need for professional development in the areas of didactic integration and the ethical adaptation of folkloric content for early childhood. The study offers concrete recommendations for linking cultural heritage with innovative teaching approaches, emphasizing the importance of training modules and the creation of sustainable digital resources.

Pages: 164 - 172