This study utilized a Systematic Literature Review (SLR) to synthesise literature regarding the role of folklore in shaping students’ imagination. Systematic Literature Review (SLR) is a rigorous method for identifying, evaluating, and synthesizing existing research on a specific topic. It aims to provide a comprehensive overview of the literature, ensuring transparency and reproducibility in the process. The primary purpose of an SLR is to map the state-of-the-art in a particular field, identify gaps in knowledge, and suggest future research directions ( Fundoni, Porcu, & Melis, 2023). This research was designed to answer the Research Question (RQ):

We used two scholarly databases, Scopus and Web of Science, ensured thorough and reliable coverage. The most recent and pertinent decade of the role of folklore in shaping students’ imagination from 2000–2025 was the focus of the search. We used Boolean Operators (AND, OR NOT or AND NOT) to expand or specify searches that make it easier to determine the articles. The search was conducted using a combination of keywords.

(folklore OR “traditional stories” OR “folk tales” OR folktales OR myths OR mythology OR legends OR “oral tradition” OR “cultural narratives” OR “traditional narrative”) AND (child OR “primary school” OR “elementary school” OR “young learners”) AND (imagination OR “creative thinking” OR creativity OR “fantasy development” OR “imaginative capacity” OR “creative cognition”) in the Scopus and Web of Science database. The inclusion and exclusion criteria in this study can be seen in Table 1.

The article selection adhered to the PRISMA 2020 guidelines. Shown in Figure 1, 189 article titles were obtained from the Scopus and Web of Science database using the keyword combination (folklore OR “traditional stories” OR “folk tales” OR folktales OR myths OR mythology OR legends OR “oral tradition” OR “cultural narratives” OR “traditional narrative”) AND (child OR “primary school” OR “elementary school” OR “young learners”) AND (imagination OR “creative thinking” OR creativity OR “fantasy development” OR “imaginative capacity” OR “creative cognition”) on November 27, 2025, at 12.40 WIB (UTC + 07:00). Of the 189 article titles obtained, 55 titles were found to be duplicated across two databases, resulting in 134 titles. Of the 134 titles, 77 titles did not meet the inclusion criteria, such as not being in English, articles in the form of reviews, and book reviews. Therefore, the researcher excluded these 77 titles, leaving 57 titles that met the criteria. The researcher then reviewed these 57 titles to determine the suitability of the article’s topic and scope. This rigorous process ensured that only the most relevant and high-quality articles were included in the review. Of the 57 article titles, 25 articles were found not to address the relationship between folklore and elementary school students’ imagination. Furthermore, 9 titles could not be fully reviewed because they were discontinued, duplicated, and not available in journal databases, so the researcher did not select 34 articles in total for review. The researcher reviewed 23 articles on the relationship between folklore and elementary school students’ imagination. The comprehensive process is depicted in PRISMA flow diagram.

Various forms of folklore can be utilized to stimulate children’s imaginations because folklore presents rich narratives, supernatural realities, and allows children to experiment with their understanding and emotions. When children read folklore or are read to by folklore, children will act as “sub-creators” or subordinate creators, where their minds participate in a “Secondary World” that has its own laws. Children’s participation in the “secondary world” encourages children to use “fantastic hypotheses” by asking “What would happen if…?” This process challenges their imaginations to solve problems in scenarios that go beyond their intellectual limitations and everyday experiences ( Lindqvist, 2003). What is interesting from this finding is that each form of folklore can stimulate different imaginations.

For example, folklore, such as folktales, often uses personified animal characters (such as the story of the Ananse spider) to help children develop moral and social concepts ( Agbenyega et al., 2017). Because these characters are not physically visible, children are forced to imagine them, conceptualize what they hear, and think about things they have never experienced. This activity stimulates their ability to think abstractly and develops “creative thinking,” or a combination of creative and reflective thinking to find future solutions ( Lindqvist, 2003; Oliveira & Cruz, 2018). This is the implication of folktales in stimulating social imagination.

Other findings also indicate that folklore can also serve as a medium or “stepping stone” for understanding others from different backgrounds ( Oliveira & Cruz, 2018; Phalafala, 2020). In other words, folklore plays a role in developing social imagination and empathy in children. By reading or being read to, children can position themselves as the characters in the folklore. Characters in folklore experience bitter and sweet lives which are also felt by children so that children can develop empathy when being read to or reading folklore ( Hajisoteriou, Panaou, & Angelides, 2022).

Furthermore, the imagination created when children read or are read to by folklore is social imagination. After reading or being read to by children, they will create creative and innovative “counter-stories.” The process of creating “counter-stories” begins with dissatisfaction with the plot or an unfair conflict resolution, creating a plot that is appropriate and just for the children ( Hajisoteriou et al., 2022). This aligns with the main concept of Bruner’s narrative theory. Bruner argues that narrative is a way of thinking that differs from paradigmatic thinking. Narratives help individuals organize their experiences and knowledge in meaningful ways, enabling them to construct and reconstruct their understanding ( Kang, 2017; Rutten & Soetaert, 2012).

Another form of folklore that can stimulate the musical imagination is lullabies, which are considered to be the primary form of music in verbal form. The musical power of lullabies, involving the use of rhythm, harmony, coherence, and rhyme, is so powerful that their melodies can transport children into an imaginary world beyond their physical experience ( Majd & Bakhshaliyev, 2016).

Furthermore, lullabies and folk songs also serve as a means of cultural transmission. The songs in lullabies and folk songs reflect the values, beliefs, and practices of a community, which are passed down from generation to generation ( Doja, 2014; Garrido & Davidson, 2019; Uǧurlu, 2014). These songs often contain elements of community history, myths, and social norms, which help children understand and internalize their cultural heritage. These experiences provide the foundation for stimulating children’s musical imagination later in life. One way to do this is by expanding their imagination of how sound and meaning can be expressed.

Overall, the role of folklore in children’s imagination can be likened to a magical compass; folklore not only guides children to explore vast and limitless fantasy worlds, but also provides a moral map and direction, helping them to navigate the complexities of reality, shape their own identities, and imagine the possibility of a better world ( Nurbekov & Salkynbay, 2023; St Thomas & Johnson, 2004).

Having established that folklore can stimulate children’s imagination, the next question that needs to be addressed is how to use folklore to stimulate children’s imagination. The author found numerous strategies that can be used in teaching folklore to children to stimulate their imagination. The first is the integration of read-aloud and manipulatives (physical objects or props) which are highly effective as a pedagogical and therapeutic approach ( Van der Riet, Jitsacorn, Junlapeeya, Dedkhard, & Thursby, 2014). This strategy leverages the power of oral narrative combined with sensory interactions to stimulate imagination, support healing, and build social connections in children. This strategy is considered successful because the combination of sound (auditory) and object manipulation (tactile) creates a superior multisensory learning environment.

The changes that occur in children are that they can “forget” the pain by shifting their focus to listening to read-alouds and manipulatives. Furthermore, they also become calmer because the manipulative objects used serve a spiritual function and become a means of meditation and prayer, providing spiritual peace. Overall, this strategy serves as a “light of hope” that allows children to let go of rigid, conscious thought patterns and freely express their feelings through imagination ( St Thomas & Johnson, 2004).

Another strategy involves using gamification to convey folklore to children. Gamification of folklore has proven effective in stimulating their imagination, as demonstrated by research from Oliveira and Cruz (2018) on the Kwesukasukela project. Gamified storytelling encourages students to become “creactical” thinkers, a combination of creative and reflective thinking, to produce original work and find solutions to future problems. Activities like creating a story map force the brain to work systematically to solve narrative problems using imagination.

Identity formation and self-reflection

Children’s imagination, shaped through folklore, serves as a means for them to construct their ethical and spiritual identities ( Lee, 2015). Children’s imagination can be shaped through a process of reflection when reading or listening to folklore. This folklore leads to the formation of children’s self-awareness and the evaluation of their actions in real life ( Nurbekov & Salkynbay, 2023). This is illustrated in the Ghanaian folklore of Ananse. In this folklore, children are known to use their imagination to question their self-image and envision an “ideal self” they aspire to, such as being honest and selfless ( Agbenyega et al., 2017). Other folklore (lullabies) also contribute to the formation of positive feelings about their name and self-worth in children through imaginative words of maternal affection ( Majd & Bakhshaliyev, 2016).

Social imagination and justice

Folklore is an important tool for igniting social imagination. Social imagination is the ability to imagine a vision of a better or more just society ( Hajisoteriou et al., 2022). Social imagination can be fostered through collaborative storytelling. The benefits of collaborative storytelling for children include developing empathy and challenging stereotypes. First, it fosters empathy. When children listen to collaborative storytelling, they indirectly imagine the world through the eyes of others and experience the lives of others as if they were their own ( Hajisoteriou et al., 2022). Second, it challenges stereotypes. Some folklore contains stereotypes about race, gender, and social status. Children imagine deeply unfair stereotypes from these folklore stories. They then create “counter-stories” that build on their previous imaginations to challenge injustice ( Hajisoteriou et al., 2022).

Modern mythology and active imagination

In the modern context, imaginations formed through folklore have also penetrated new media such as video games (e.g., The Legend of Zelda) and superhero mythology ( Howe, 2022; Rubin & Livesay, 2006). This activity is seen as a form of active imagination (a Jungian concept) in which individuals consciously interact with archetypal content to aid in maturation and overcome childhood trauma ( Howe, 2022). Superheroes in children’s imaginations serve as contemporary icons that help them overcome feelings of helplessness in an adult-dominated world ( Rubin & Livesay, 2006).

Lack of understanding of the relationship between folklore and complex thinking processes

Although folklore is recognized as a pedagogical tool, further research is needed to understand in depth how folklore facilitates complex thinking and its specific role in child development. Current research methodologies are not yet considered definitive in explaining the mechanisms by which folklore-fueled imagination transforms into higher mental functions ( Agbenyega et al., 2017).

Classification and incomplete theoretical relationships

Special research is needed to create a complete genre classification in children’s folklore (such as in Uzbek children’s folklore) and to strengthen the theoretical foundations of the relationship between children’s folklore and adult folklore ( Bakhtiyorovna, Rakhmonovich, & Bakhtiyorovna, 2022). Furthermore, the evolutionary history of certain mythological motifs in children’s fantasy literature (such as the Wild Hunt motif ) still requires a broader review to understand the interaction between folklore and imagination ( Hutton, 2019).

Generalization problems and research context

Many studies on folklore and children’s imagination development are very local (for example, conducted in only one school in a city in Ghana). There is a research gap in comparing these results to other contexts, such as rural children, to determine whether the influence of folklore on children’s imagination development is universal or strongly influenced by the home environment ( Agbenyega et al., 2017).