Reviving African indigenous education via folktales: pedagogical integration, cultural relevance, and philosophical underpinnings in modern educational systems

Through the dissemination of knowledge, socialization, and moral development, folktales serve as a foundation for indigenous African education and are essential in forming values, beliefs, and cultural identity. This study investigated the function of folktales in reviving indigenous learning systems by looking at their philosophical underpinnings, cultural importance, and pedagogical integration in contemporary education. The study used ethnographic methodologies, narrative analysis, and interviews with elders, teachers, and storytellers from specific African groups. It was grounded in Vygotsky’s Sociocultural Theory, which emphasizes learning through social interaction and cultural tools. The results showed that folktales are abundant sources of indigenous knowledge that promote social ideals, environmental awareness, and resilience. However, their use in official curriculum has been restricted due to colonial legacies and Western educational domination. The study suggests educating instructors in oral storytelling, creating indigenous educational resources, and incorporating folktales into instructional materials. It also suggests regulatory changes to support indigenous content, community storytelling initiatives, and cooperation between cultural guardians and educational institutions. The study concludes by emphasizing the value of knowledge transfer between generations and the development of culturally grounded learning environments that support African identity while meeting modern educational demands. These efforts aid in curriculum decolonization and the affirmation of African epistemologies.